national board candidate support session 3

© Professional Teaching Development Center at CSU Fullerton, 2008

National Board Candidate Support

Session 3

CSU FullertonCollege 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• Would you rather eat broccoli

or carrots?


Opener• Would you rather be invisible

or be able to read minds?


Opener• Would you rather go without

TV or fast food for the rest of your life?


Opener• Would you rather make

headlines for saving someone’s life or for winning a Nobel Prize?


Opener• Would you rather go to the

mountains or the tropics on vaction?


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


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


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!


Portfolio Writing

Understanding National Board Certification

Refer to: Chapter 4 Thinking, Dialoging, and

Writing About Teaching


The Reflective Cycle• Framing and focusing evidence• Noticing and identifying evidence• Analyzing evidence• Acting on evidence


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?


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?


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?


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?


Types of Thinking & Writing

• Descriptive

• Analytical

• Reflective


Descriptive Writing• What? Which?• State, define, describe what

happened• Retell in a logical, clear manner• Sequence the Events• Paint the Picture!


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?


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?


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?


Reflective Writing• What now?• Thinking about . . .• How will you improve, change, re-

teach, build upon the featured lesson, etc.

• The direction for future action!


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?


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


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!


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!


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!


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!


Breakout Groups

national board candidate support session 3

Documents