National Board Study Group

Meeting

Dan BarberTD Catalyst Teacher,

Chantilly & Sterling Elementary

Dan.Barber@cms.k12.nc.us

Tonight’s Agenda:

2. Architecture of Accomplished Teaching (the “Helix”)

3. E-mail regarding changes to Math/Science Entry (EC Gen/MC Gen)

1. Lunch with a student homework reflection

4. FYI -- “naming things”

5. File Folder system/suggestion for organizing your entries

6. Entry 4 review/discussion – what accomplishments are you looking to use

7. Entries requiring you to “follow” a student (s)8. Small group work (in certification areas)

In our ongoing efforts to improve candidate information, we have made these directions clearer without changing the scope of the portfolio by : · Referencing “unifying concepts and processes in science” instead of “big ideas in science;” (just a “nomenclature” change; used to be called “big ideas”… will now be called “unifying…”)  · Integrating the stand alone section of the EC and MC Generalist portfolio directions that addresses unifying concepts and processes in science (currently titled  “Big Ideas in Science”) into the Portfolio Entry 3 directions(implies they will be moving where they place this information in your portfolio directions) · Linking terminology used in the NBPTS Standards, the portfolio directions, and the National Science Education Standards (greater alignment between NBPTS Standards & Nat. Science Education Standards)  ·Using more consistent language in relating to the unifying concepts and processes and examples (see above)  

Providing more detailed guidance and developmentally appropriate examples in the Early Childhood Generalist directions These revised portfolio instructions will be provided to candidates who have already received their portfolio materials, as well as those who will be receiving their materials in the near future.

Important information for all:Naming persons, institutions, places:

• Students – use first names only• Parents/guardians – refer to as “Mary’s mother”; same anonymity as kids

• Teachers or other colleagues – “a colleague”, “John, a math teacher”, etc.• School or school district – abbreviated school name, i.e., CM Elementary School of I Elementary;

** do not put anything that would identify the city.***

• College or university – “a four year college”, etc.• City, town, or state – “my city”, “my state”, etc.

• Your name – omit from written commentary. If said by student, state, “Mr. B., etc.”

Teacher as Learner

Teacher as Partner with families & community

Teacher as Collaborator/

Leader

Entry 4 -- Review

X

Questions about entry 4?

What accomplishments are you thinking of using?

What documentation do you have to support your accomplishments?

Example documentation you can use for Entry 4:

• *** Communication Log ***

• Sample Newsletter

• Letter or letters from: parents, colleagues, etc.

• Verification forms

Evaluating student work (following a student (s) through the school year):

How are you going to decide which student (s) to follow?

What knowledge of student (KOS) do you think it will be important to include in your instructional context?

• EC Gen/MC Gen/LRLA – Literacy Development through a school year (Entry 1)

• ENS (En. 1) – Assessment informs instruction; following a students learning/behavior needs

• Art (En. 1) – A portrait of teaching over time

Advice – Follow multiple students, just in case 1 or more students move during the school year.

Based on your knowledge of student and initial student sample, what goal(s) and objective(s) are you going to set for your student(s)?

Advice – Be sure to include student strengths, along with weaknesses, in your description of what drove your instructional decision-making.

Reminder – National Boards is an evidence-based process. Your instructional decision-making must be evidenced in the work samples you submit. For example, if you cite “sticking to a main idea” as a student weakness, than your evidence must support this.Advice – Try not to “pile on” too many goals & objectives. Zero in on some areas of highest need.

Example (2nd Grade):

Do you like sports? i like sports I like tennis. I like softball and five years ago i broke my leg. in colleg there was this boy name Michael I realy. like him and we met in high school. My son’s name is Desmon. and he is so cute and I love Desmon so much.

What What strengthsstrengths do you notice? do you notice?What What goalsgoals would you set for this student? would you set for this student?

Housekeeping Items/Suggestions:• Take One Initiative – Open to all teachers (no

longer limited to Central Zone teachers). Deadline extended. Please help me talk this up at your schools!

• Register for Fall Institute (if interested) – December 1st and 10th

Homework: Have lunch with a different student. Continue working on Entry 4 and gathering documentation for it.

Read the Evaluation of Evidence Guide and Scoring Rubrics for all entries (this is what your assessor will use when looking at your entries).

Begin to gather work samples for the student(s) you will be following through the school year (Entry 1).

Optional (if you find this helpful) -- Set up your Entry folders (including Standards, Eval. Of Evidence guide, entry directions, etc.)

What questions do you have?• Our next meeting: Tuesday

12/7/10 @ 4:15pm• Fall NB Institute: Dec. 1st & 10th @ PDC$50 (includes breakfast, lunch, snacks)