instructional analysis: whole class discussionkrowlands/content/sed625en/625_course_assignme… ·...

Entry 2

Instructional Analysis: Whole Class Discussion Accomplished Adolescence and Young Adulthood/English Language Arts teachers acquire specific knowledge about students’ individual intellectual and social development and use that knowledge to advance students’ achievement as readers, writers, speakers and listeners, and viewers and producers of media texts in English language arts. Teachers treat all students fairly and are committed to providing them with equal opportunities with regard to the instruction and resources students need to develop both as language learners and as informed, literate human beings. Teachers have a wide range of pedagogical strategies at their disposal, and their search for appropriate strategies to engage all students is based on the realization that the threshold for success may vary from student to student. Teachers create ample opportunities for students to experience success as they express their individuality through language learning. They draw on their knowledge of their students, of how language is learned, and their extensive knowledge of the English Language Arts to set ambitious learning goals, organize, structure, and sequence learning activities that reflect these goals, and gauge students' progress in terms of them. They also recognize the importance of relying on their students' growing maturity in designing assignments that provide students with increasing latitude, scope, and responsibility. They adjust their practice, as appropriate, based on student feedback.

Accomplished Adolescence and Young Adulthood/English Language Arts teachers establish and manage inclusive learning environments in which they engage, challenge, and support students in meaning-making and expression about issues and texts in a variety of media that matter to them. They are well-versed in the elements of group dynamics and provide opportunities for students to be constructively and actively engaged in whole class discussions about literature and other topics that have been presented using texts from a variety of media. They create open-ended questions that require students to pay attention to the dynamics of the interactions and contributions to discourse. They provide opportunities for students to take creative risks, offer conjectures, question the assertions proposed by others, or find their own ideas challenged or validated in a classroom culture of trust and mutual respect. They adapt and create curricular resources that support active student exploration of literature and language processes. They frequently integrate reading, writing, speaking and listening, and viewing and producing opportunities in their instruction and incorporate content from other disciplines.

Accomplished Adolescence and Young Adulthood/English Language Arts teachers reflect on their practice, can talk persuasively about why they make the pedagogical decisions they do, and comment on ways to improve their practice.

AYA / ELA • 2004 © 2004 NBPTS. 147 All rights reserved.

The following Standards represent the focus of this entry:

I. Knowledge of Students II. Knowledge of English Language Arts

III. Instructional Design and Decision Making IV. Fairness, Equity, and Diversity V. Learning Environment

VI. Instructional Resources VII. Integrated Instruction

X. Listening and Speaking

XIV. Self-Reflection

Entry 2 directions include the following sections:

What Do I Need To Do? How Will My Response Be Scored? Composing My Written Commentary Making Good Choices Format Specifications Cover Sheets and Forms


Entry 2

What Do I Need To Do? In this entry, you will demonstrate the teaching strategies that you use for whole class English language arts discussion. This entry is designed to capture your development of students' abilities to engage with you and with each other in meaningful discourse, and your integration of language arts. Thus, this videotape should show you and your students involved in a discussion about a topic, concept, or text important to your instruction. You will also provide evidence of your ability to describe, analyze, and reflect on your own work.

For this entry, you must submit the following:

• Written Commentary (11 pages maximum) that provides a context for your instructional choices, and describes, analyzes, and evaluates your teaching through whole class discussion.

• One Videotape (15 minutes maximum) of a whole class English language arts discussion.

• Instructional Materials (3 pages maximum) related to the lesson featured on the videotape that will help assessors understand what occurred during the lesson.

• All forms required for this entry are in "Cover Sheets and Forms."

See "Making Good Choices" and "Format Specifications" for more detail regarding each of the above.


Entry 2

How Will My Response Be Scored? Your response to this entry will be scored based on the following NBPTS Adolescence and Young Adulthood/English Language Arts Standards:

I. Knowledge of Students II. Knowledge of English Language Arts

III. Instructional Design and Decision Making IV. Fairness, Equity, and Diversity V. Learning Environment

VI. Instructional Resources VII. Integrated Instruction

X. Listening and Speaking

XIV. Self-Reflection

It is strongly recommended that you review these standards before you begin and periodically as you prepare your response to this entry.

Your response will be judged on the extent to which it provides clear, consistent, and convincing evidence of your ability to engage students in a substantial whole-class discussion on an important English language arts topic in the context of a learning sequence that effectively integrates reading, writing, speaking, and listening.

The Level 4 rubric, the highest level of the rubric, specifically requires clear, consistent, and convincing evidence in your response that you:

• apply detailed knowledge of students' backgrounds and interests; • draw on your knowledge of the English language arts field to set high, attainable, worthwhile, and

developmentally appropriate goals for student learning; • provide a safe, inclusive, and challenging environment; • foster an equitable, accessible, and fair learning environment in which students are encouraged to

participate in whole class discussion; • actively engage the students in the activities and substance of a purposeful English language arts

lesson and tailor activities so that each student benefits from the experience; • support active learning by asking and inviting insightful, open-ended questions and listening

attentively to student responses; • use varied, appropriate, and thought-provoking instructional resources to engage students; • integrate reading, writing, listening and speaking, and viewing, and producing media texts

activities that are connected to the goals, and plan and use organized, sequenced, and structured learning activities that afford students significant learning experiences that enable them to achieve the goals; and

• engage in insightful and well-informed analysis of the effectiveness and quality of your teaching.


Entry 2

Composing My Written Commentary The Written Commentary has been divided into sections with specific questions to help organize and direct your response. Your Written Commentary must address the following italicized questions and be organized into three sections using the headings that appear in boldface below.

1. Instructional Context 2. Planning and Videotape Analysis 3. Reflection

Consistent headings will help assessors locate the required information more easily. Statements in plain text that immediately follow an italicized question will assist you in interpreting the question. It is not necessary to include the italicized questions within the body of your response.

The entire Written Commentary must be no longer than 11 typed pages. Suggested page lengths for each section are included to help you make decisions about how much to write for each of the three sections. (See "Format Specifications" for more detail.)

1. Instructional Context This information is in addition to the information provided on the Contextual Information Sheet, which focuses on the school/district at large. In this section, address the following questions about your selected class:

• What are the number, ages, and grades of the students in the class featured in this entry and subject matter of the class? (Example: 21 students in grades 9 and 10, ages 14 through 16, American literature)

• What are the relevant characteristics of this class that influenced your instructional strategies for this lesson: ethnic, cultural, and linguistic diversity; the range of abilities of the students; the personality of the class? What are the instructional challenges represented by these particular students?

• What are the relevant characteristics of the students with exceptional needs and abilities that influenced your planning for this instruction (for example, the range of abilities and the cognitive, social/ behavioral, attentional, sensory, and/or physical challenges of your students)? Give any other information that might help the assessor "see" this class.

• What are the relevant features of your teaching context that influenced the selection of this lesson? This might include other realities of the social and physical teaching context (e.g., available resources, scheduling of classes, room allocation—own classroom or shared space) that are relevant to your response.

[Suggested total page length for Instructional Context: 1 page]


2. Planning and Videotape Analysis This information focuses on your description and analysis of the whole class discussion shown on the videotape. When citing specific evidence, it may be helpful to assessors if you identify specific locations in the videotape by describing specific dialogue, events, and/or students (e.g., "the girl in the green sweater in the second row"). In this section, address the following questions:

• What are your long-term goals and any thematic connections (during the school year) for this class, and why are these goals and themes appropriate for these students?

• What are the instructional goals for this particular lesson, how did they fit into your long-term goals and any thematic connections, and what is your rationale for choosing whole class discussion as your format to meet the goals of this lesson?

• How does the information about this particular class influence what is seen on the videotape? • What were the specific procedures and teaching strategies you used in this lesson, including

those used to foster student participation in the whole class interaction? What were your reasons for those choices? Cite specific examples from the videotape that show you fostering student participation.

• How do you ensure fairness, equity, and access for all students in your class? Cite a specific example from the videotape.

• What materials/resources did you use in the lesson, and what were your reasons for choosing these resources?

• What activities related to this lesson came before and after this videotape segment? What was your rationale for selecting this sequence of activities?

• How does this lesson reflect your integration of English language arts strands?

[Suggested total page length for Planning and Videotape Analysis: 6 pages]

3. Reflection In this section, address the following questions, citing evidence from the videotape to support your answers:

• To what extent did you achieve the lesson's goal or goals? Provide evidence from the videotape to support your answer.

• What was a successful moment/aspect on the videotape? Explain why it was successful. • What would you do differently, if anything, if you were to reteach this particular lesson? If you

would not change anything, explain why. • What was the influence of the lesson's outcome on future instruction of this class or members of

this class?

[Suggested total page length for Reflection: 4 pages]


Entry 2

Making Good Choices Selecting the class You must choose the class to feature. The class should be one in which whole class discussion is a common practice and an important component of instruction. Since your response will be considered on the basis of how you support students engaged in purposeful whole class, English language arts discussion, it is not necessarily the case that your most advanced class provides the best opportunity to feature your practice. The focus is on your practice, not on the level of student achievement.

Selecting the lesson You must select an English language arts lesson that will provide good opportunities for your students to converse purposefully as a whole class. Some possible topics could be discussion of a literary text, student writing, student presentations, evaluation of media resources, etc. The lesson should show how you integrate reading, writing, listening and speaking, and/or viewing and producing media text opportunities. The class you choose need not be advanced, but the lesson on which you are focusing should be one that is important for the students at their level of learning and one in which they are likely to be engaged in constructive and meaningful discourse.

The videotape must show how you foster the engagement of students in sharing ideas and listening attentively to each other as they explore topics related to English language arts. In addition, conversations in the classroom may cross disciplines, as when the English language arts topic is enriched by talking about history, philosophy, art, music, or science.

Whole class discussion should be a part of your effort to integrate the English language arts strands (reading, writing, listening, and speaking, and viewing and producing media texts).

Selecting the videotape segment You will need to select the continuous, unedited 15-minute videotape segment to submit. Be sure to choose a segment that gives you an opportunity to discuss your practice. What is important in this entry is to show how you facilitate students' learning through purposeful and meaningful whole class discussion. Therefore, the videotape must show you facilitating discussion in a whole class format. However, the camera need not always be on you; the tape may include portions showing students working individually or collaboratively on the same or different tasks, but these portions should be limited in time.

Videotape a number of different class periods. Remember that you will need one 15-minute, continuous and unedited videotape segment to complete this entry; having several from which to select will allow you to make a careful choice.

The 15-minute segment that you select can come from any point in the whole class discussion; select the segment that you think provides the best evidence of the Standards being assessed.

Remember, you must have a signed Student Release Form for all students seen on the videotape before videotaping. Any adults that appear in the videotape (for example, teacher's aides, parents, student-teachers, or colleagues) will need to sign an Adult Release Form prior to videotaping.


Entry 2

Format Specifications This section presents detailed guidelines for preparing your entry materials. Please follow these guidelines carefully. As a further aid to your preparation of these entry materials, refer to the Assembly Checklist for Entry 2 in Pack & Ship.

Written Commentary "Writing About Teaching" in Get Started provides useful advice for developing your Written Commentary. Your response will be scored based on the content of your analysis. However, it is important to proofread your writing for spelling, mechanics, and usage. Your response must meet the requirements listed below:

• Be organized into the section headings given in the "Composing My Written Commentary" section:

1. Instructional Context 2. Planning and Videotape Analysis 3. Reflection

• Be typed in double-spaced text on 8.5" X 11" paper with one-inch margins on all sides using Times New Roman 12 point font. Print on only one side of each page. Pages with pictures or text on two sides will count as two pages. Consult "Formatting Written Materials" in Specifications for more specific instructions.

• Be written in English. • Have all pages sequentially numbered • Have your Candidate ID number in the upper right corner on all pages. Do not include your

name. If you are using a word-processing program, you may find that it saves time to create a "header" that will print your Candidate ID number on each page.

• Be legible. Be sure that your printer's ribbon or toner cartridge is in good condition. • Preserve the anonymity of the students. Do not use students' last names. • Be no longer than 11 typed pages in total. If you submit a longer Written Commentary, only the

first 11 pages will be read and scored.

The Written Commentary you submit for this entry must meet all of the requirements above. If it fails to do so, your score may be reduced.

Videotape "Tips for Videotaping" in Get Started provides useful advice for videotaping your lesson. Your videotape must meet the requirements below:

• Be no longer than 15 minutes. If you submit a longer videotape, only the first 15 minutes will be viewed and scored.

• Be continuous and unedited. Caution: Stopping and restarting the camera or sound will be regarded as editing.

• Be taken from a single camera. • Contain no graphics (e.g., titles) or special effects (e.g., fade in/fade out).


• Be in standard VHS format. Do not submit miniature or adapted formats, such as VHS-C. Do not use Super VHS videotape cartridges. Do not submit videotapes recorded in extended play (EP); submit videotapes recorded in standard play (SP) only.

• Be taken from an angle that includes as many faces of the students in the class as possible. The videotape should show as much of the class as possible, but it is acceptable to focus on a particular student while he or she is talking. You must be shown in the videotape, as well.

• Have sound quality that enables assessors to understand all of what you say and most of what students say.

The videotape you submit for this entry must meet all of the requirements above. If it fails to do so, your score may be reduced.

You must also submit a photocopy of a government-issued photo ID. The photo ID should be enlarged to double its actual size, so both your photo and your name are clearly visible.

Instructional Materials Include instructional materials that will help an assessor understand the content of the videotape. You or your students may have used these materials before, during, or after the activity featured on the videotape. The Instructional Material Cover Sheet is in "Cover Sheets and Forms." Attach the following materials to each cover sheet, in the order listed below:

• Your typed responses to the questions found on the cover sheet. Your responses must be typed in double-spaced text on 8.5" X 11" paper with one-inch margins on all sides using Times New Roman 12 point font, and be no longer than 1 typed page.

• Any relevant instructional materials that help in understanding the lesson (handouts, excerpts from teacher guides, instructions to students, copies of overhead transparencies, etc.).

o Note: If instructional materials that are important for assessors to see are impractical to submit (for example, overhead transparency or slide projections, writing on the chalkboard or whiteboard, software, three-dimensional objects), submit a drawing, photocopy, digitized image, photograph, or a description/transcription of the material. (If you submit a description/transcription, it must be typed in double-spaced text with one-inch margins on all sides using a font no smaller than 12 point. Print on only one side.)

The materials that you submit must meet the following requirements:

• Be no larger than 8.5" X 11". A smaller item (e.g., a photograph) must be affixed to an 8.5" X 11" sheet of paper.

o Note: If an instructional material was created in PowerPoint, HyperStudio, or other similar media, you may format up to 6 slides on one 8.5" X 11" sheet. Each sheet will count as one page toward your page total.

o Note: If an instructional material contains Web pages, each Web page printout (one 8.5" X 11" sheet) will count as one page toward your page total.

o Note: Do not photocopy full-size pages of instructional materials in a reduced format in order to fit more than one instructional material onto a single sheet of paper.

• Must not contain any names or other ways of identifying the student(s) if samples of student work are included.

• Have content on only one side of each page. Pages with content on two sides will count as two pages.

• Be legible. • Have all pages sequentially numbered. • Have your Candidate ID number in the upper right corner on all pages. Do not include your

name.


• Be no more than 3 pages of instructional materials. Cover sheets and sheets containing your responses to the questions on the cover sheets do not count toward this total. No materials will be returned.

The instructional materials you submit for this entry must meet all of the requirements above. If they fail to do so, your score may be reduced.

Failure to submit a Written Commentary, videotape, and instructional materials will make your response to this entry unscorable.


Entry 2

Cover Sheets and Forms In this section are all the cover sheets and forms you need to complete this entry. The cover sheets and forms are in Adobe® Acrobat® PDF format. To read these documents, you need to install Acrobat® Reader software on your computer. You can download the free software by following the instructions provided by Adobe Systems. A link to Adobe's Web site is provided below. As you prepare your portfolio, keep in mind the following:

• Print as many copies of the Student Release Form and Adult Release Form as needed. • The Candidate Final Inventory and Candidate Release Form, when complete, are submitted in the

Forms envelope, not the envelope for this entry. • Some cover sheets may contain directions. Adhere as closely as possible to the directions on such

cover sheets. Information that you supply on cover sheets may be single-spaced using 12 point Times New Roman, or handwritten.

• A Classroom Layout Form has been supplied in this section for your use; however, if you wish, you may submit a classroom layout of your own. (For more information, see "Completing Portfolio Forms" in the Intro.)

• "Notes for Videocamera Operation" is for the use of the videocamera operator. It is not to be submitted with this entry.

Packing and Returning Your Entries Please refer to the Assembly Checklist for Entry 2 and Pack & Ship for detailed instructions and diagrams that show you how to arrange your materials before placing them in the envelopes provided.

We provide detailed instructions for assembling and packaging your entries to ensure your entries are easily inventoried. Staff at the NBPTS Processing Center and scoring sites need to follow a detailed, ordered list when they check-in your portfolio and entries. Therefore, it is important to make sure that no materials are left out of an entry envelope and that no materials are placed in the wrong entry envelope. Incorrectly packaged entries may not be scorable.


Cover Sheets and Forms

• Entry 2 Cover Sheet • Candidate Final Inventory • Written Commentary Cover Sheet • Instructional Material Cover Sheet • Classroom Layout Form • Notes for Videocamera Operation • Candidate Release Form • Contextual Information Sheet • Student and Adult Release Forms Cover Sheet • Student Release Form (English)* • Student Release Form (Spanish)* • Adult Release Form*

*Print as needed.


NATIONAL BOARD FOR PROFESSIONAL

TEACHING STANDARDS

ENTRY 2:INSTRUCTIONAL ANALYSIS: WHOLE CLASS DISCUSSION

Cover Sheet

ENGLISHLANGUAGE ARTS

Adolescenceand

YoungAdulthood

PLACE BAR CODE LABEL HERE

Entry 2AYA/ELA • 2004


C a n d i d a t e F i n a l I n v e n t o r y

You must complete, sign, and submit this form with your portfolio.* Assemble the components ofyour entry in the Entry 2 envelope in the sequence listed below. Please verify that each componentis included in your entry envelope by checking the box next to the component. Be sure to sign atthe bottom.

❏ Contextual Information Sheet

❏ Written Commentary

❏ One VHS videotape

❏ Instructional Materials

❏ Classroom Layout Form

❏ Photocopy of government-issued photo ID

❏ Pre-printed Candidate ID label attached to the Entry Cover Sheet

By my signature below, I affirm that all of the above-checked materials are included in the

materials I am submitting to NBPTS and that the videotape and all materials have been selected

from my own classes and students I teach.

Signature: _________________________________________________________________

Candidate ID #: ____________________________________________________________

Date: _____________________________________________________________________

* This Candidate Final Inventory Form will be submitted in the Forms

envelope, not in the Entry 2 envelope.


Adolescenceand

YoungAdulthood



TEACHING STANDARDS


WRITTEN COMMENTARYCover Sheet


Adolescenceand

YoungAdulthood

Candidate ID # ______________________________



I n s t r u c t i o n a l M a t e r i a l C o v e r S h e e t

Candidate ID # ______________________________


Adolescenceand

YoungAdulthood

Do not write or type on this cover sheet.

Your responses to the requests contained in the box below must be typed on one separate sheet of8.5" x 11" paper using 12 point Times New Roman font and double spacing. Your responses must fiton that one sheet. Place your typed page directly behind this cover sheet.

Attach the following to each Instructional Material Cover Sheet:

❏ Your response sheet

❏ One relevant item of instructional material

Briefly describe the attached material and explain its connection to your videotapeand Written Commentary.

Print this form as necessary.



CLASSROOM LAYOUT FORM

(For Informational Purposes Only)

Candidate ID # ______________________________

Please make a sketch of the physical layout of the ‘‘classroom” (i.e., setting in which theinstruction took place) as it appears in the videotape. This sketch will provide assessors witha context for the videotape since the camera cannot capture the whole instruction area atonce.

It is helpful to assessors for you to identify where particular students are located in the roomby using the same student identifiers that you refer to in your Written Commentary (e.g.,“the girl in the green sweater”). The sketch will not be scored.


In order to assist you when you are filming the lesson, you should also refer to “Part 5: Tips forVideotaping” in the Getting Started section.

ENTRY 2:INSTRUCTIONAL ANALYSIS:WHOLE CLASS DISCUSSION

NOTES FOR VIDEOCAMERA OPERATION(To be given to the person who is assisting you by operating the videocamera)

In order to assist you when you are filming the lesson, you should also refer to “Tips for Videotaping”in Get Started.

The videotape you are making must:

■ show clearly how you lead a whole class discussion to engage students by asking open-endedquestions and listening attentively to student responses in ways that enable the teacher to fosteractive student participation in the discussion;

■ show the teacher interacting with students as they explore and discuss a topic or text importantto the English language arts curriculum;

■ show how the teacher encourages students to value tolerance of diverse perspectives;

■ be taken from an angle that includes as many of the students’ faces as possible. The videotapeshould show as much of the class as possible, but it is acceptable to focus on a particularstudent while he or she is talking; and

■ have sound quality that enables assessors to understand all of what the teacher says and mostof what students say.

Stopping and restarting the camera or the sound during taping will be regarded as editing and willmake the videotape unscorable. The videotape must contain no graphics (e.g., titles) or specialeffects (e.g., fade in/fade out.) It must be on a new, blank, standard VHS videotape cartridge. Donot use miniature or adapted formats, such as VHS-C.


CANDIDATE RELEASE FORM(To be completed by NBPTS candidates.)

Re: Permission to Use Teacher Materials and Image in Videotape

As a participant in the certification assessment being conducted by the National Board forProfessional Teaching Standards (NBPTS), I grant permission to NBPTS or any of itsemployees or authorized agents to assess videotape recordings of me and of my studentsas I teach a class. I understand and agree that NBPTS or its agents will use the videotape(s)that contains my performance or image in assessing my practice for the purposes of thecertification assessment.

As part of this project, I may submit classroom plans, assignments, and comments. Ihereby grant permission to NBPTS to use these teacher materials and understand that nostudent last names will appear on any materials that I submit. I understand that NBPTS,at its sole discretion, may use and distribute my videotape(s), my comments and myclassroom materials for assessment, professional development and research purposes, andany other purpose NBPTS deems appropriate to further the mission of the organization,and that the videotape(s) and materials, and all copies thereof, shall constitute the soleproperty of NBPTS. I understand that NBPTS will request additional permission for anyother purposes.

(Candidate Signature)

Candidate Name: _______________________________________________________________

Home Address: _________________________________________________________________

______________________________________________________________________________

School/Institution: ______________________________________________________________

______________________________________________________________________________

Date: _________________________________________________________________________

Name of Entry: ________________________________________________________________

Candidate ID # ______________________________


CONTEXTUAL INFORMATION SHEETThis form asks you to describe the broader context in which you teach. If you teach in only one school, pleasecomplete this form once, make copies of it, and attach one copy to each of your entry responses, directly followingeach entry’s cover sheet. If you teach in different schools that have different characteristics, and your entries featurestudents from more than one school, please complete this form for each school. Make copies of each differentcompleted form and attach to each entry the form that applies to it. NOTE: You are asked in each entry to providespecific information about the students in the class you feature in the entry. This is in addition to the informationrequested here. Please print clearly or type. (If you type, you may single-space the text using 12 point Times NewRoman.) Limit your responses to the spaces provided below. For clarity, please avoid the use of acronyms.

1. Briefly identify the type of school/program in which you teach, and the grade/subjectconfiguration (single grade, departmentalized, interdisciplinary teams, etc.). Also identify thegrade(s), age levels, courses, and number of students you teach each day, as well as theaverage number of students in each class.

2. Write a brief paragraph containing information about your teaching context that you believewould be important for assessors to know in order to understand your portfolio entries. Youmight include details of any state or district mandates that may shape your teaching(including required curricula, standardized tests or other assessments, pacing, or texts). Youmight also include information regarding the type of community in which this teachingoccurs, and the degree to which you have access to current technologies.

Candidate ID # ______________________________


IMPORTANTDo not submit the Student and Adult Release Formsor this cover sheet with your entry. Retain the formsfor your records. See “Completing Portfolio Forms”in the Intro for more information.


Adolescenceand

YoungAdulthood


STUDENT AND ADULT RELEASE FORMSCover Sheet


TEACHING STANDARDS


Candidate ID #

STUDENT RELEASE FORM(to be completed either by the parents/legal guardians of minor students involved in this project, or by students

who are more than 18 years of age that are involved in this project)

Dear Parent/Guardian:I am a participant this school year in an assessment to certify experienced teachers as outstandingpractitioners in teaching. My participation in this assessment, which is being conducted by the NationalBoard for Professional Teaching Standards, is voluntary. The primary purposes of this assessment are toenhance student learning and encourage excellence in teaching.

This project requires that short videotapes of lessons taught in your child’s class be submitted. Although thevideotapes involve both the teacher and various students, the primary focus is on the teacher’s instruction,not on the students in the class. In the course of taping, your child may appear on the videotape. Also, attimes during the year, I may be asked to submit samples of student work as evidence of teaching practice,and that work may include some of your child’s work.

No student’s last name will appear on any materials that are submitted. NBPTS, at its sole discretion,may use and distribute my videotape(s), my comments and my classroom materials for assessment,professional development and research purposes, and any other purpose NBPTS deems appropriate tofurther the mission of the organization. The form below will be used to document your permission forthese activities.

Sincerely, (Candidate Signature)

PERMISSION SLIPStudent Name: School/Teacher:

Your Address:

I am the parent/legal guardian of the child named above. I have received and read your letterregarding a teacher assessment being conducted by the National Board for Professional TeachingStandards (NBPTS), and agree to the following:

(Please check the appropriate box below.)

❏ I DO give permission to you to include my child’s image on videotape as he or she participates

in a class conducted at by and/or to(Name of School) (Teacher’s Name)

reproduce materials that my child may produce as part of classroom activities. No last nameswill appear on any materials submitted by the teacher.

❏ I DO NOT give permission to videotape my child or to reproduce materials that my child mayproduce as part of classroom activities.

Signature of Parent or Guardian: Date:

I am the student named above and am more than 18 years of age. I have read and understand theproject description given above. I understand that my performance is not being evaluated by thisproject and that my last name will not appear on any materials that may be submitted.

❏ I DO give permission to you to include my image on videotape as I participate in this class and/orto reproduce materials that I may produce as part of classroom activities.

❏ I DO NOT give permission to videotape me or to reproduce materials that I may produce as partof classroom activities.

Signature of Student: Date:

Date of Birth: / / MM DD YY

Candidate ID #

FORMULARIO DE AUTORIZACIÓN(Para ser completado por padres o guardianes legales de estudiantes menores que participen en este

proyecto, o por estudiantes mayores de 18 años que participen en este proyecto)

Estimados Padres/Guardianes:Este año escolar soy uno de los participantes en una evaluación para certificar a maestros conexperiencia como educadores sobresalientes. Mi participación en esta evaluación, llevado a cabopor el “National Board for Professional Teaching Standards (Comité de Normas Profesionalespara la Enseñanza), es voluntaria. Los propósitos principales de esta evaluación son mejorar elaprendizaje de los alumnos y fomentar la excelencia en la enseñanza.

Este proyecto requiere que yo exhiba videos de las lecciones que doy en el grupo de su hijo(a).Aunque en los videos aparecen el maestro y sus estudiantes, la atención se centra en el maestro y sumanera de dar clase, no en los estudiantes. Al grabar mi clase, su hijo(a) podría aparecer en el video.También, durante el año, se le puede requerir al maestro que exhiba muestras del trabajo de susestudiantes como evidencia de su práctica docente. El trabajo de su hijo(a) podría ser incluido enesas muestras.

Los apellidos de los estudiantes no aparecerán en los materiales que se exhiban. El NBPTS, a suentera discreción, puede usar y distribuir mis videograbaciones, mis comentarios y mis materialesdel salón de clase con propósitos de evaluación, desarrollo profesional e investigación, y paracualquier otro propósito que NBPTS considere apropiado para cumplir con la misión de laorganización. El formulario siguiente será utilizado para documentar su permiso para estasactividades.

Atentamente,Firma del (de la) maestro(a)

AUTORIZACIÓNNombre del estudiante:Domicilio: __________________________________________________________________________Soy el padre/madre/guardián legal del niño/niña mencionado/a arriba. He recibido y leído sucarta acerca de una evaluación para maestros que está siendo conducida en nombre delNational Board for Professional Teaching Standards (NBPTS), y estoy de acuerdo con losiguiente:

(Por favor marque abajo en el cuadro correspondiente)

❏ SÍ, autorizo que se incluya la imagen de mi hijo/hija en videograbaciones cuando participaen una clase conducida

(Nombre de la escuela) (Nombre del maestro/de la maestra)

se reproduzcan materiales de trabajo que mi hijo/hija pueda producir como parte de lasactividades de clase. No aparecerán apellidos en ninguno de los materiales presentadospor el maestro/la maestra.

❏ NO, no autorizo que se incluya a mi hijo/hija en videograbaciones ni que se reproduzcanmateriales que mi hijo/hija pueda producir como parte de las actividades de clase.

Firma del padre, madre o guardian: __________________________________________ Fecha: _____________

��

________________________ Escuela/Maestro(a): __________________

en _________________________ por _______________________________________ y a que

Soy el estudiante arriba mencionado y tengo más de 18 años de edad. He leído y entendido ladescripción del proyecto mencionado arriba. Entiendo que mi desempeño no será evaluado eneste proyecto y que mi apellido no se mencionará en ninguno de los materiales que puedan serpresentados.

(Por favor marque abajo en el cuadro correspondiente)

❏ SÍ, autorizo a que se incluya mi imagen en videograbaciones cuando participo en esta clasey a que se reproduzcan materiales de trabajo que pueda producir como parte de lasactividades de clase.

❏ NO, no autorizo a que se me incluya en videograbaciones o a que se reproduzcan materialesque pueda producir como parte de de las actividades de clase.

Firma del estudiante: __________________________________________ Fecha: _________________

Fecha de nacimiento: / / Mes Día Año

��

ADULT RELEASE FORM(to be completed by non-students involved in project)

Dear Sir or Madam:

I am a participant this school year in an assessment to certify experienced teachers as outstanding

practitioners in teaching. My participation in this assessment, which is being conducted by the National

Board for Professional Teaching Standards, is voluntary. The primary purposes of this assessment are to

enhance student learning and encourage excellence in teaching.

This project requires that short videotapes of lessons taught in the class be submitted. Although the

videotapes involve both the teacher and various students, the primary focus is on the teacher’s instruction,

not on the students in the class. In the course of taping, your image may appear on the videotape.

No last names will appear on any materials that are submitted. The form below will be used to document

your permission for these activities.

Sincerely,(Candidate Signature)

PERMISSION SLIP

Name: __________________________________________________________________________

Address:_________________________________________________________________________

School/Teacher: ________________________________________________________

I am the person named above. I have received and read your letter regarding a teacherassessment being conducted by the National Board for Professional Teaching Standards(NBPTS), and agree to the following:

(Please check the appropriate box.)

❏ I DO give permission to you to include my image on videotape as a participant in a class conducted at _________________________________ by _______________________________

(Name of school) (Teacher’s Name)

as part of classroom activities. No last names will appear on any materials submitted by theteacher.

❏ I DO NOT give permission to videotape my image as a part of classroom activities.

Signature: __________________________________________ Date: ________________________

Candidate ID # ______________________________


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