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Commitment to Excellence for Students, Parents, Community and Your Practice

National Board For Professional Teaching Standards Component 4: Effective and Reflective Practitioner

Session 3: Effective Use of Assessment DataExpected work completed Prior to Component 4 Session 3:1. Refine Contextual Information, Group Information & Profile Form + 2 pages of Evidence, and Instructional Context forms using peer feedback. 2. Draft of Knowledge of Students section in the Written Commentary. 3. Begin teaching the Unit of Study. 4. Implement Assessment Plan for the Unit of Study including setting clear, appropriate goals for selected students. 5. Determine realistic opportunities for Student Self-Assessment in the Unit of Study. 6. Bring Assessment data from Unit of Study to Session 3. 7. Draft responses to Formative Assessment Materials Form and Summative Assessment Materials Form. 8. Read C4 Portfolio Instructions on Participation in Learning Communities again. Review corresponding Professional Learning Need and Student Need Forms. 9. Continue to complete C4 Resource 1.3 Resource Overview and Planning chart noting responses in columns 7 and 8 under Instruction as you implement the Unit.10. Continue to unpack the standards measured in Component 4.

Expected outcomes from Component 4 Session 3: by the end of Session 3, candidates should be able to… Analyze data from the formative assessment (and student self -assessment if completed) to adjust learning goals and the remainder of the Unit of Study. Use peer feedback to refine drafted parts of Component 4: Contextual Information Sheet, Group Information & Profile Form + 2 pages of evidence, Instructional Context Form, Formative Assessment Materials Form, Summative Assessment Materials Form & Knowledge of Students section in the Written Commentary. Read, respond, and reflect on evidence aligned to Level 4 Rubric, Standards and evidence by a peer candidate to refine component. Use forms to support answering questions in the Written Commentary. Prepare to write the Generation of& Use of Assessment Data & Participation in Learning

Communities sections of the Written Commentary. Analyze impact on student growth due to collaboration, leadership & advocacy to begin drafting the section on Participation in Learning Communities in the Written Commentary. Candidate Pacing Guide- By End of C4 Session 3 – Portfolio Entry Work Addressed in SessionsComponent Standards – at least Forms Collecting Information Written Commentary

Component 2

Knowledge of Students Content Area Differentiation Equity & Diversity Assessment & Others for Entry Reflection

Student Release forms Contextual Information Sheet All certificate- specific forms

Whole Class student work Student work sample 1 Student work sample 2 Assessment Information Other information required by specific certificate

areas

Draft of Entire C2 Entry: Instructional Context Planning & Instruction Analysis Reflection Certificate – Specific sections

Component 4

Knowledge of Students Equity & Diversity Assessment Collaboration with Families,

Schools & Communities Partnership & Collaboration

Student & Adult Release Forms Contextual Information Sheet Group Information & Profile Form Instructional Context Form Formative Assessment Materials Form Summative Assessment Materials Form Description of a Student Need Form Description of Professional Learning

Need Form

Begin planning data collection Teach Unit of Study Collect assessment information Begin determining information

sources Determine Formative & Summative

Assessments for Unit Student self- assessments for 3

students

Revise Knowledge of Students section Begin drafting Generation & Use of

Assessment Data section Begin drafting the Participation in

Learning Communities section

Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. Component 4 Session 3 Facilitator Guide May 2018 1



Session 3: Effective Use of Assessment Data

Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. Component 4 Session 3 Facilitator Guide May 2018

Topics Time Resources Overview of Session 3

Welcome / Overview

5-10

Candidates check their NBPTS website profile & review the agenda. Candidates and facilitator respond to either of following prompts:

o Give an example of impact on student learning / growth from your teaching.o How are you collaborating with colleagues, families and/or the community?

Topic 1Peer Reading &

Responding to C4 Draft

20-30

AAT Placemat -

back

Remind candidates of ethical considerations when peer reading. Candidates read, review and ask questions about a colleague’s draft entry to help them revise & refine the draft.

Related forms may also be addressed. Candidates may use the back of the Architecture of Accomplished Teaching placemat for potential prompts for

discussion.Topic 2:

Professional Learning Need and Student Need (Standards)

30 -45 3.13.23.3

Candidates unpack standards for collaboration, leadership and advocacy. Candidates analyze their professional learning needs and student learning needs & review Forms. Candidates explore their roles as advocate, collaborator and leader. Candidates examine standards, rubrics and Written Commentary questions.

Topic 3:Analysis of Formative

Assessment Data &Using Data to Adjust

Learning Goals

25 30

3.43.53.63.7

Candidates analyze the data gathered from the Formative Assessment. Candidates analyze the data gathered from the Self-Assessment (if appropriate now). Candidates adjust learning goals based on the information gained from the analysis of the formative assessment and

self-assessment data (if available).

Topic 4:Candidate Work Time:

See C4 Organizer as reference for parts of this

component

30 - 40

Certificate specific

Portfolio Instructions,

Forms,Standards

Candidates can choose how to use this time to meet their needs. Encourage candidates to choose work that they might need the support of the facilitator or a peer. Candidates can be matched based upon similar needs and finished work. Candidates may spend time giving feedback to each other on the drafted parts of Component 4.

Closure 10 Facilitator reminds the group about the outcomes for the session. Candidates may discuss any insights or plans they’ve developed as a result of this session.

Preparing for C4 Session 4

5- 10

Candidates continue to revise their forms as needed. Draft the next section of the Written Commentary and write a draft of the Participation in Learning Communities.

Candidates review their personal timelines for completing work between sessions 3 and 4. Candidates may share their goals with colleagues to increase their accountability.

Evaluation5- 10 3.8

3.9 Entire Group. Facilitator will consider the evaluations & the needs of the group when preparing for session 2. PD cohorts – be sure to take time to reflect on the cohort goal when evaluating the session.

2



Session 3: Effective Use of Assessment DataFacilitator Preparation

Email Candidates in advance instructing them to bring or have access to: C4 Portfolio Instructions and Scoring Rubric for their Certificate Area, Standards for their Certificate Area, Forms, and assessment data collected.

Review the Planning Chart to familiarize yourself with the expectations your candidates are facing. Plan for extra spaces (extra rooms, additional tables…..) for candidate work time.You may need to plan for quieter spaces for individual

work and spaces for candidates to conference with one another.Facilitator Notes

The first two sessions were dedicated to planning for the Unit of Study. Candidates should have begun instruction of the unit and gathered data from their formative assessment and student self-assessment if completed at this point in the unit.

This session is dedicated to analyzing the assessment data and setting new learning goals to complete the unit. You may elect to have candidates do Topic 1 – Peer Reading and Responding, during the Candidate Work section of the session, especially

if everyone doesn’t have work to share. Candidates may be in different points in this process. If they have not gathered assessment data, they may want to work with a peer that

has, so they can see the steps they will be taking once they have collected their data. If they have completed their unit, they will be working in a “backward design” model analyzing what steps they took throughout the unit.

Resources are included to support candidates; however, it is their choice how they use these resources. Refer to Adult Learning Principles in Foundational Session 1.

C4 Resource 3.6 – “How Will You Analyze It?” is located on the School Improvement in Maryland website: http://mdk12.msde.maryland.gov/instruction/progress/using.html .

C4 Resource 3.7 – “Analyzing Assessment Data” is located on the Orange County Community College website: http://www.sunyorange.edu/assessmentapa/docs/AnalyzingandUtilizingAssessmentData.pdf .

This session will also dedicate time to work on revising and refining the forms required. The more accurate and complete the information on the forms, the more helpful the forms will be in answering the questions in the Written Commentary.

It’s easy for Candidates to become overwhelmed since this component involves multiple parts including the Written Commentary and 7 forms. Sometimes the way in which the forms support the Written Commentary questions may require more follow-up discussion. You may need to pause and check on individual candidates to ensure they have a solid plan for their next steps.

Virtual Facilitator Suggestions Be prepared to help candidates share written entries virtually and ethically.


http://www.sunyorange.edu/assessmentapa/docs/AnalyzingandUtilizingAssessmentData.pdf

http://mdk12.msde.maryland.gov/instruction/progress/using.html



Session 3: Effective Use of Assessment Data You may consider individual online appointments to check in with candidates and determine their needs at this point. Use of a message board and /or video blogging may allow candidates to share what has gone well since the last session and their summary

of Student Work Analysis 1. Consider how best to pair up candidates for paired or small group review.

Procedures & Activities Materials Time

Welcome Candidates log into their National Board profile to check for accuracy of information. This

ensures that they are checking their profile regularly. Review outline of agenda topics for this session. The group may elect to go directly to topic 2, Professional Learning Need and Student

Need since the peer reading portion of the session may be done during the candidate work part of the session.

Procedures:

1. Show slide 1 to review the topics for this session.2. Show slide 2. Remind candidates that Component 4 focuses on

developing knowledge of students collaborating with others using assessment participating in learning communities

3. Possible prompts to initiate discussion for this session might be: Give an example of impact on student learning / growth from your teaching. How are you collaborating with colleagues, families and/or the community?

4. Show slide 3 to share session outcomes.

Participant agenda Sign-in sheet Chart paper for Parking Lot LCD projector C4 Session 3 PowerPoint

Slides 1-3

5-10


Topic 1: Peer Reading and Responding – Written Commentary Questions for Knowledge of Students

C4 PowerPoint Slides 4- 8 20 – 30





Purpose: Candidates give feedback to colleagues through prompting questions. Examine & discuss the first drafts of the Knowledge of Students part of the Written Commentary, the Group Information and Profile Form + Evidence, and/or the Instructional Context Form.

Key Information: In-depth knowledge of students will help teachers set appropriate goals and plan effective

lessons that engage and challenge students. Accomplished teachers can describe their students intellectually, socially and emotionally

and differentiate their teaching to meet the range of abilities in the classes they teach. Describing the context for the instruction helps support the description of the choices

teachers make and helps assessors to understand the relevant characteristics of the teaching situation.

When candidates read another candidate’s entry, their role isn’t to evaluate, but to read for evidence that they (reader candidate) believe is aligned to the rubric and standards.

The individual candidate must decide for themselves if they agree that this evidence is aligned. This provides an opportunity for candidates to see how another teacher views the evidence within an entry.

Procedures:1. Show slide 4 to introduce and give a topic overview. 2. Show slide 5. Briefly review the parts of Component 4. Draw their attention to how the

Knowledge of Students aligns with the Contextual Information Sheet and the Group Information & Profile form. This is because these forms contribute to the information that is needed to write the Knowledge of Students portion of the Written Commentary. Knowledge of Students provides the basis for instructional planning; therefore, it is the first part of the Written Commentary.

3. Show slide 6 to examine the C4 Overview and Planning Chart to show how this part of the

AAT Placemat




Session 3: Effective Use of Assessment Dataentry aligns with the other expectations in this entry. Show slide 7 to focus on the first part of the process, Planning. Emphasize the process of planning instruction based upon Knowledge of Students.

4. Have a brief discussion with the whole group. What did you learn about your students while completing the Group Information and Profile Form and the Knowledge of Students part of the Written Commentary?

5. If needed, remind candidates about the National Board Ethical Guidelines & Policies they need to follow when reading each other’s work. In Foundational Session 1, candidates learned about the ethical guidelines. Your Facilitator Resource folder contains a copy of the ethical guidelines document.

6. Show slide 8: Remind participants that this is their opportunity for collaborative reflection. You may want to model asking questions & giving feedback using the back of the AAT Placemat for ideas to ask questions. You may also model with an example of a Group Information and Profile Form.

7. As candidates review each other’s work, encourage them to take notes on the questions being answered, the evidence being presented and the connections between the evidence.

8. You may remind candidates that the writing must be as concise as possible to include relevant information about their students and teaching situation. Discourage them from re- writing each other’s work or telling one another what to do.

9. Debrief as needed for your cohort. Possible questions you might pose during your debriefing:

o What did you learn about your ability to articulate your practice? o What other information might you consider gathering about your students? o What did you learn from your partner?


Topic 2: Professional Learning Need and Student Need

Purpose: Analyze individual professional learning and student needs.

PowerPoint Slides 9-16

30-45





Key Information: Professional Learning impacts our practice and our students because it often leads to

positive learning changes for our students. Accomplished teachers often impact student growth through being advocates,

collaborators or leaders. These roles are often a new lens for many educators to view themselves.

Knowledge of their Students prompts Accomplished Teachers continue their professional learning.

Accomplished Teachers describe, analyze, & reflect on their participation in the learning communities relevant to their students.

Procedures:1. Show slide 9 as an overview of this topic. Have candidates read /skim Participation in

Learning Communities found in their Portfolio Instructions and Scoring Rubric document. Use slide 10 as an overview of instructions as needed.

2. Show slide 11 as needed. Then have Candidates identify certificate standards that support identifying and meeting professional and student needs. If helpful, have Candidates read over these standards before continuing. You may decide to have candidates unpack Professional Leadership & Advocacy Standards at this time to help them consider all aspects of their practice. Candidates may also refer to their standards on Family, Community Partnerships or similar titles. These were already unpacked in C4 session 1. Candidates will have varying titles on standards for these topics.

3. Show slide 12. Candidates read Description of a Professional Learning Need Form, and then discuss together what the directions and prompt questions are asking Candidates to do. This may lead to follow up questions. Be sure to reference National Board as a source of information when questions come up. Next ask candidates to align their Certificate Standards to the question prompts on this Form by writing the standard next to the prompt question.

Portfolio Entry Instructions & Forms

Description of a Professional Learning Need Form

Description of a Student Need Form

C4 Resource 3.1 Finding Examples of Rubric & Standard

C4 Resource 3.2 Describe a Professional Learning Need

C4 Resource 3.3 Describe a Student Learning Need




Session 3: Effective Use of Assessment Data4. Candidates read Description of a Student Need Form, also shown on slide 12, then discus

together what the directions and prompt questions are asking Candidates to do. Next ask candidates to align their Certificate Standards to the question prompts on this Form. Candidates may want to write the standard next to the prompt question.

5. Then ask Candidates to place Participation in Learning Communities (found in Portfolio Instructions and Scoring Rubric document), the Description of a Professional Learning Need Form and the Description of a Student Need Form next to each other.

6. Discuss how these 3 documents are similar and different. Candidates may note the connection back to student learning and assessment practices.

7. Show slide 13. Ask candidates to review their Written Commentary questions under the heading “Participating in a Learning Community.” Ask candidates to align these questions to both Needs Forms and Certificate Standard Level 4 Rubric.

8. Show slide 14 only if you plan to have candidates color code their Level 4 rubric. They will color code by noting the sections of the Written Commentary.

9. Candidates may feel ready to begin responding to the two Forms. A draft of these Forms should be completed for Session 4.

Activity: 1. Show slide 15 and /or 16 as needed to highlight how the resources may assist

candidates in completing their forms. Provide C4 Resource 3.2 Describe a Professional Learning Need and C4 Resource 3.3 Describe a Student Learning Need to help Candidates break down responses and think through the evidence and alignment needed.

2. If Candidates seem to struggle starting their response, suggest rereading previously completed Forms and examples found in certificate related standards so Candidates can review examples of evidence and thinking.

3. Remind Candidates that columns 11 and 12 on Resource 2.2 Overview and Planning Chart relate to Student Need and Professional Learning Need. If Candidates are using this resource, they should complete these columns by summarizing the determined needs helping them later to see an overview of their Component 4 thinking.






Topic 3: Analyzing Formative Assessment / Using Data to Adjust Learning Goals

Purpose: Analyze data of Formative Assessment to adjust learning goals.

Key Information: Formative assessment provides feedback and information during the instructional

process, while learning is taking place, and is used to adjust instruction. Student Self-Assessment allows students to give feedback on their own learning. Analysis of data should reveal trends or patterns in learning as to where the students are

as a group in relation to the unit. Summative Assessment provides information on whether the students met the learning

goals/objectives set. Formative assessment provides feedback and information during the instructional

process, while learning is taking place, and is used to adjust instruction.

Procedures: 1. Show slide 17 to introduce the topic. Have candidates briefly give examples of how they

use formative assessment during instruction.2. Have candidates look at the data that they brought with them. If candidates did not bring

data with them, they may choose to pair up with someone that did so they can watch the process.

3. Candidates may choose to use C4 Resource 3.4 Generation and Use of Assessment Data Note Taking Guide to facilitate the analysis of their data and prepare them to answer the questions in the written commentary. ATTENTION – candidates must verify that the questions listed in the left-hand column match the questions found in their written commentary instructions before using. If questions are different encourage

PowerPoint Slides 17 – 20

C4 Resource 3.4 Generation and Use of Assessment Data Note Taking Guide

C4 Resource 3.5Item Analysis for an Assessment

C4 Resource 3.6 How Will You Analyze It? or

C4 Resource 3.7 Analyzing Assessment Data

25 - 30




Session 3: Effective Use of Assessment Datacandidates to cut/paste their questions into the document.

4. Analyzing data includes determining how to organize, synthesize, interrelate, compare, and present the assessment results. The type of assessment questions and the types of available data guide these decisions.

5. Since information may be interpreted in various ways, it may be insightful to involve others in reviewing the results. These conversations may take place with grade level teams or with peers in the cohort. Discussing the data in groups will result in greater understanding, often through different perspectives. This discussion should not be judgmental in nature, but rather questioning and making observations regarding what the students have or have not learned.

6. Data can be compared to findings from previous assessments, baseline data, existing criteria/standards, etc.

7. Candidates may choose to use the Overview and Planning Chart from Session 1, and the forms they have filled out to support the teaching decisions made.

8. Candidates will use this data to determine where their students are in relation to the unit learning goals/objectives.

9. Candidates will analyze the results to see which questions/parts their students did well on, and which questions/parts their students did not perform well on – looking for trends in the data.

10. Show slide 18: Candidates may perform an item analysis. An item analysis looks at each question, which learning standard it is aligned to/what the question measures, and how well the students performed on that question as a group. Candidates may use C4 Resource 3.5 Item Analysis for an Assessment, but please stress that they this is not the only way to do an item analysis; they need to choose a way that is right for them. Walk candidates through the steps if appropriate.

11. Show slide 19 to connect this analysis process to their Written Commentary questions for Generation & Use of Assessment Data. Additional discussion may be needed to note outliers or data that does not follow the trends.

12. The assessments the candidates will have administered to their students will be unique to their students and their unit of study. There will not be “one approach” that will work for




Session 3: Effective Use of Assessment Dataeveryone.

13. If candidates are unsure of where or how to start, you may suggest they read either one of the following resources: C4 Resource 3.6 How Will You Analyze It? or C4 Resource 3.7 Analyzing Assessment Data. These resources will give candidates different ideas on how to start analyzing their assessment results.

14. If you have administered your student self-assessment, you will also include the results from that. You may submit up to 3 examples of your students’ self-assessment as indicated on the Formative Assessment Form. You must have a “Student Release Form” for each student’s self- assessment used. The information gleaned from these self-assessments should also be considered when adjusting learning goals and instruction.

15. If candidates are not prepared to do this work, they may choose to observe a peer and offer feedback, or use the time to work on parts of Component 4.

Part 2: Using the Assessment Data to Adjust Learning Goals.

Procedures: 1. Show slide 20: Once candidates have analyzed the data that was collected, they need to

use this information to adjust learning goals and instruction. 2. Direct candidates to the top of p. 3 of C4 Resource 3.4 Generation and Use of Assessment

Data Note Taking Guide. If self-assessment data is going to be included at this point, draw their attention to the 4th page of this document where there is a question about the self-assessment data.

3. Candidates need to consider what adjustments they need to make based on the assessment data they collected and analyzed. They should also determine when they would implement these changes in instruction.

4. Information from the student feedback/self-assessment should be included if available. 5. They must show the rationale for changing instruction by connecting it to the information

gained from the analysis. (evidence)6. Candidates should also review the summative assessment that they have planned on




Session 3: Effective Use of Assessment Dataadministering at the end of the unit to determine if it should be modified. Reasons to modify would include a change in learning goals, quality and/or clarity of questions, or fairness in administration.

7. Remind candidates that they will be going through a similar process for analyzing the Summative Assessment Data once the Summative Assessment in given to inform future instruction.

Procedures and Activities Materials Time

Topic 5: Candidate Work Time

Purpose: Allow time for candidates to work on Component 4 in a supportive environment.

Key Work: Candidates may choose to work on parts of Component 4. Forms

Contextual Information Sheet Group Profile & Information Form + Evidence Instructional Context Form Formative Materials Form + Assessment + Data Summative Materials Form + Assessment + Data Description of Professional Need Form Description of Student Need Form

Written Commentary Instructional Context Generation and Use of Assessment Data Participation in Learning Communities Reflection

Procedures: 1. Candidates will be in different places in the completion of their component.

Candidate Portfolio Instructions

Forms

Standards

30 - 40




Session 3: Effective Use of Assessment Data2. This may be a time when candidates do peer reading and responding rather than at the

beginning of the session.3. Allow candidates to choose the work they will accomplish during this time. 4. Encourage candidates to choose work that they may need support from the facilitator or

from a peer.

Procedures and Activities Materials Time

Closure 1. Show slide 21. As you bring this session to a close, refer to the title of the session:

Effective Use of Assessment Data. The questions listed under each topic area may be helpful for your candidates or you may want to have candidates help summarize the key ideas from the session.

2. Candidates considered their roles as leaders, collaborators and advocates for students.3. Candidates analyzed the data collected from the Unit of Study and will use that

information to adjust learning goals and instruction. 4. As candidates analyzed assessments and determined how that would impact instruction,

they were answering the questions that will be asked in the Written Commentary. 5. *If you are a Professional Development school, be sure to refer to your goal. Discuss how

today’s work supports progress toward this goal.

PowerPoint slide 21 5 - 10

Preparing for C4-Session 4

1. Show slide 22. Candidates should complete their unit of study to enable them to be able to analyze the summative assessment.

2. When analyzing the summative assessment, candidates will use the information gleaned to impact future instruction.

3. Candidates will work on the Generation & Use of Assessment Data and Participation in Learning Communities sections of the Written Commentary. A suggestion would be for them to cut and paste their questions into a word document. They can create sentence stems using the questions to begin their answers. Suggest leaving the questions in the

PowerPoint slide 22 5 - 10




Session 3: Effective Use of Assessment Datapaper while having peers read for them. Encourage candidates to answer the questions completely without worrying about length. During revisions, candidates will have revise and edit to appropriate length.

4. Candidates share their personal timelines with a partner or cohort. Your cohort may need to spend more time at this point helping each other to set realistic goals for completion of this component.

Evaluation of the Session1. If you are using the Communication Update, complete session evaluation on the Communication

Update 2016 Form. Remind candidates that their reflections will help guide future sessions. In the Professional Development Cohorts, either the Teacher Liaison (PD cohorts) or a designated candidate can take notes from the group on the Communication Update form. The upper 2 questions on the form are the most important. Be sure to tell candidates at the beginning of the session that they will have a chance to “group evaluate” the session at the end. The intent is that one person is the note taker and the group responds to the top two questions. You want the candidates to reflect on what they learned about their students as a result of the work in the session and what they learned about their instructional strategies, approaches … as a result of this cohort session. The facilitator is not in charge of completing this form. In PD schools, this form is used by the Teacher Liaison to communication with the administrator.

2. You may also elect to have candidates complete an individual evaluation form. Even if it is very brief, be sure to include some kind of feedback opportunity at the conclusion of each session to allow for more efficient future planning and to ensure this is a safe environment for all candidates.

3. Virtual candidates fill out a Google form for Reflection.4. Take a moment yourself to reflect on today’s cohort work. You may find it helpful to use the

“Facilitators Reflection” area on the session description to record what went well, changes you’d like to make and next steps. Your feedback to the design team on the contents of this session is greatly appreciated. Please submit a copy of this form with your monthly logs.

PowerPoint Slide 23 or 24

C4 Resource 3.8 Communication Update

OR C4 Resource 3.9

Reflection on Today’s Cohort Session

5-10





Facilitator’s Reflection on C4 Session 3 What went well in this session? Changes I would make to this session My Next Steps





NOTE: NBRC needs your feedback on Component 4: Session 3. Please Xerox a copy of this page & attach it to your monthly log with any suggestions or comments on what worked or didn’t work. This is designed as a reflection and feedback form. You can also attach the session agenda with highlighted areas or notes.


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