nbrc.illinoisstate.edu€¦ · web view · 2017-06-26identify how they currently demonstrate...

National Board Resource Center at Illinois State UniversityNational Board For Professional Teaching Standards

Component 3: Teaching Practice and Learning EnvironmentSession 2: Collecting Evidence Through Videotaping

Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Component 3 DRAFT July 15, 2015

Expected outcomes from Session 2: by the end of Session #2, candidates will …

Begin to analyze the Core Propositions and the “Knowledge of Students” Standard in relation to their current & future teaching practices.

Give specific details from the “Knowledge of Students” Standard from their certificate area and relate it to their students. Become familiar with the Architecture of Accomplished Teaching and how Component #3 is based upon this structure. Begin to analyze their teaching patterns & practices against each aspect of the Architecture for Accomplished Teaching. Identify how they currently demonstrate evidence - based teaching in their own teaching practices. Become familiar with videotaping logistics and begin to make plans for how and when they will videotape.

Expected work completed Prior to Session #2:

Reread and highlight the NBPTS 5 Core Propositions. Consider what you already do that demonstrates the Core Propositions.

Prepare information describing students in relation to the content area(s) outlined in component 3. Candidates may also use the Note Taking Guide for Core Proposition #1.

Outline the Knowledge of Students Standard for your certificate area.

* Priority Topics Overview of Session 2Topics Time Notes on Facilitator, Returning Candidates & First Time Candidates

Welcome / Overview 10 - 15 Facilitator explains, all cohort members share and give feedback to one another.* Core Proposition 1 – Knowledge of Students (homework)

10 - 15 Group candidates in pairs or small groups consisting of a returning candidate who facilitates or models how they show Core Proposition #1 in their teaching.

* ”Knowledge of Students” Standard– certificate specific

15 - 30 NBCT Facilitator gives an overview of the intent of this section. Ask a returning candidate prior to this session if they would be willing to share how they unpack their

Knowledge of Students Standard to consider all the information the standard contains about their certificate area.

Examining Core Propositions 2 -5 – Examples of how teachers demonstrate these Propositions

15 - 20 NBCT Facilitator explains the purpose of the Carousel Activity. When doing the carousel activity, the returning candidates might be paired with first-time candidates.

* Architecture of Accomplished Teaching

15 - 20 Ask if returning candidates might be willing to model how they would describe a lesson or lesson series with the Architecture of Accomplished Teaching. This might be a stretch for your candidates, but you may have someone who will welcome the challenge.

* Evidence Based Teaching 10 NBCT Facilitator gives an overview of evidence – based teaching.* Videotaping 30 - 45 NBCT Facilitator may provide examples from their own practicePreparing for Next Session 10 -15 NBCT Facilitator models and explainsEvaluation 10 - 15 Entire Group. Facilitator will consider the evaluations and the needs of the group when preparing for the

next session.

1



Remind the group that the cohort is a professional learning community where all members have opportunities to share their practice including the facilitator. This sharing will evolve as the year progresses, but everyone is considered an “expert” on their students, thus will have important information to share with the group. Returning candidates may be more comfortable with sharing their practice early in the cohort year, but this is very dependent upon the cohort climate.Facilitator Preparation Sharing examples from your practice during this session will set a tone for the cohort. It is suggested that you illustrate the Architecture of

Accomplished Teaching (AAT) through sharing aspects of a specific lesson – use. You will also be asked to initiate the videotaping discussions by sharing a 3-4 minute video from your practice.

Prepare Resource 2.3 – Exploring the Knowledge of Students Standard by responding to the prompts about how you collect information about your students. This can include bulleted lists to give candidates an idea on how to brainstorm ways to collect information on students.

If you’re going to have a continuing candidate share how they unpack their “Knowledge of Students” Standard, be sure to ask in advance. Carousel Activity: 5 pieces of Chart paper with one core proposition written on each – place around the room. See single pages for each Core

Proposition. You can just tape these at the top of each chart.Facilitator Notes

This session is designed to reassure candidates about videotaping by giving them a rationale for videotaping to improve teaching practice. Sometimes candidates think they are supposed to submit a perfect video where every child is on task and the lesson progresses without a hitch. Reassure candidates that the purpose of the video is to provide an authentic and complete view of their teaching as possible. They want to show how they engage students and provide a supportive classroom environment. Life in classrooms is not perfect, but a place where teachers and students can grow, thus they will want to show interaction.

It’s important for the facilitators to consider sharing examples from their own practice to establish trust, understanding that everyone in the cohort shares practice, including the facilitator. Share examples from your practice that show everyday life rather than an exemplary lesson when you first begin sharing videos. When candidates see that it’s not about a perfect classroom, but about student – student, teacher – student interaction centered on content and risk taking, the discussion shifts away from being personalized to that individual teacher. Remind candidates that the purpose is to analyze teaching, not to evaluate. A discussion related to the difference between analysis and evaluation may be helpful for your candidates. The Session 2 PowerPoint contains slides with key points on the difference between analysis and evaluation.

Once again, you have several resources listed in this session, but you are encouraged to determine which activities and resources might best fit with your candidates. You may not have time to address all topics listed here. It’s always OK to revisit the earlier sessions. It’s important for candidates to be able to say what they need and help determine the agenda for later sessions.

Most candidates are nervous about videotaping, so jumping in with using videotape as soon as possible will be helpful to your candidates. You may want to let them know up front that they will do a 3-4 minute video to share with a partner at the beginning of session 3. You’ll be showing them how to look at videotapes beginning with session 2.

Remind candidates to find out about the videotaping procedures in their school and district. Some districts have district release forms families complete at registration each year. Students and adults appearing in the videos that are submitted will be required to fill out an

Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Component 3 DRAFT July 15, 2015 2



official National Board Release Form. There are several video options included in this session. Please use your best judgment to determine which video will be appropriate for

your group. Ideally, you may be able to use one Teaching Channel video (actually found in the PowerPoint) and one from your own practice. Different grade level videos were suggested to give you options for the video viewing activity. Do not show all videos because this will become repetitive.

You might also consider using some of the Teaching Channel videos to provide a full repertoire of video resources. Clarification: The Carousel activity in Session 1 asks the candidates to summarize each Core Proposition. In session 2, candidates are

asked to give examples from their practice that show evidence of each Core Proposition. Returning candidates may be asked to take the lead for session 2 since they have done the carousel in the past and may have more specific examples ready to share.

The PowerPoint for session 2 is designed so that it may be used throughout the session or you may elect to use it for only portions of Session 2 since the PowerPoint includes topic headings corresponding to those listed in the Facilitator Guide. (This document)

Virtual Facilitator Suggestions You may consider “flipping” the content for this session by assigning videos to watch in advance. Use of a message board and /or video blogging may allow candidates to share what has gone well since the last session. Consider using shared Google document when application or extended practice calls for use of chart paper.

Procedures & Activities Materials Minutes

Welcome Candidates log into their National Board Profile to check their status. This will be listed monthly to

make sure candidates are checking their profile regularly. Candidates briefly tell what has gone well since last session. Disseminate initial materials: Resources 2.1, 2.2, & 2.3 are used early in the session. Share outcomes for this session. Revisit group norms as needed. Review outline of agenda topics for this session. Solicit, answer & share resources that address participants’ questions.

Chart paper Norms if needed Participant

agenda Evaluation Sign-in sheet LCD projector PowerPoint for

Session 2

10 - 15

*Priority Topic: Review Homework: Core Proposition 1 - Showing the Core Propositions in My Teaching: Teachers Are Committed To Students & Their Learning

Purpose: To connect / share information from What Teachers Should Know and Be

Resource 2.1: Core Proposition 1 – Teachers Are Committed To




Able to Do to examples from candidate practice.Key Information:

All certificates are based on the 5 Core Propositions. Core Propositions are the foundation for all certificates. Each certificate area has a “Knowledge of

Students” Standard that will give more information about what accomplished teachers do to demonstrate their knowledge of students.

Regardless of what they teach, all teachers will be asked to show evidence of their practice, knowledge of students and resulting teaching decisions. Teachers are asked to demonstrate how knowledge of their students directly translates into why they use particular teaching strategies.

Procedures:Part 1 – Examining Knowledge of Students (Homework)

1. Candidates will have a chance to share what they learned about their students when they responded to the prompts related to Core Proposition #1. Have candidates work in partners or small groups to share their responses on the homework resource – 2.1 – Note Taking Guide – Core Proposition #1 – Teachers are Committed to Students & Their Learning. Encourage the group to pay particular attention to -

Range of abilities in the class What they know about their students’ cultural, ethnic and/or linguistic backgrounds.

While the other prompts elicit important information as well, often candidates have more difficulty gathering enough specific information related to these topics. At the beginning of today’s session, candidates will explore how they demonstrate core proposition #1 in their teaching and prompt one another to consider strategies they might want to revisit or try in their teaching.

2. Remind candidates that they will have a Knowledge of Students Standard in their certificate area that gives even more specific information about how accomplished teachers demonstrate their knowledge of students. Invite a returning candidate to unpack their “Knowledge of Students” Standard using their certificate specific standard about Knowledge of Students and Resource 2.2 – Knowledge of Students Standards. This means the returning candidate will demonstrate for the group how they highlighted key ideas in their standards to determine what they already do to demonstrate this standard when it is specific to their certificate area. If you don’t have returning candidates who might

Students and Their Learning

Highlighters

Knowledge of Students Standard from specific certificate areas

Resource 2.2: Knowledge of Students Standards

10 – 15




do this, model yourself using a certificate not represented in your cohort.

3. Use Resource 2.3 – Exploring the Knowledge of Students Standard to model listing all the ways you collect information about your students. The items listed can be bulleted. Teachers often intuitively do many things to collect information about their students. The purpose of this resource is to allow them to consider how and when they collect information about their students and to share this information with the other cohort members. Candidates may find suggestions from their colleagues helpful as strategies to try themselves. Take a few minutes to allow candidates to discuss and record some of the responses to the prompts on the 2- page resource. Tell candidates they will complete this as homework for the next session. It will assist them, as they get ready to complete one of the forms for their entry – Instructional Context Form. They will discuss this form further in Session 3.

ApplicationSegue into part 2: Now that you’ve had a chance to examine Core Proposition #1 and the related standard in your specific certificate area, we’ll revisit the rest of the Core Propositions and consider what you already do to demonstrate Core Proposition 2, 3, 4, and 5.

Part 2 – Examining Core Propositions 2 -5 to find examples from their practice.4. Ask participants to share how they demonstrate the rest of the core propositions in their teaching

through doing a Carousel around the room with the 5 charts with Core Propositions. Divide the group up, if possible, and have at least 2 people go to each chart at a time. Give them approximately 5 minutes to discuss and record what they already do that demonstrates this Core Proposition on the chart paper, then each pair or group rotates to the next chart until everyone has discussed each Core Proposition. They may also add questions or insights about the 5 Core Propositions.

5. Debrief with the whole group. Were there commonalities between the participants? Begin to emphasize the idea that giving

evidence that shows how you demonstrate each core proposition will be an ongoing thread throughout the cohort sessions.

Did the candidates find affirmation that there were many things they already did that showed evidence of the Core Propositions?

What ideas or reminders did candidates get from others about practices they may wish to continue or start to use again that they may have overlooked?

Resource 2.3 – Exploring the Knowledge of Students Standard

Note: PowerPoint Slides7 & 8 show this resource

NBPTS 5 Core Prop. Resource

2.4 - 5 Core Prop.

PowerPoint Slide 9

5 pieces of Chart paper with one core proposition written on each – place around the room. See single pages for each Core Prop.

Resource 2.5 What Teachers Should Know & Be Able to Do”

Virtual

15 – 20

15-20




Facilitators can upload the Word Document into Google and share with their candidates


* Priority Topic: Overview of the Architecture of Accomplished Teaching

Purpose: Introduce AAT as the structure of Accomplished Teaching.

Key Information: All that NBPTS asks and all that teachers show in the entry should be based on the Architecture of

Accomplished Teaching. NBPTS asks questions to support teachers to write how they think through this framework. The key

concepts in the rubrics, standards, and directions support the scorers to find evidence of the AAT in the written commentary.

Procedures:1. Explain to the candidates that all of the standards, questions, rubrics, and instructions in the NBPTS

entry are based on helping teachers show evidence of the Architecture of Accomplished Teaching. NBPTS designed this framework to guide teachers in making teaching decisions.

Explain that as teachers complete the entry, they will be describing, analyzing and reflecting on how all aspects of their teaching are organized around the Architecture of Accomplished Teaching (AAT).

2. Show candidates the handout of the diagram of the Architecture of Accomplished Teaching. Note the

AAT Resources – these are all possible resources, but you may find just using the AAT “Placemat” and a blank copy of the AAT (Resource 2.10) is all you need for this section of the session. Slides 11&12 of the PowerPoint show the Helix version of the AAT & the AAT with Danielson Domains on it. 2.6 – Description

of AAT, 2.7 – Helix & 5

Core Prop., 2.8 – “Placemat”

AAT & Danielson, 2.9 – AAT Script, 2.10 – AAT

Activity Chart, &

15 -20




different versions. One with the 5 Core Propositions is included with the resources. (Resources 2.7 & 2.8)

Explain that the AAT is not a linear process but that teachers move in and out of each state as needed to make decisions that impact student learning. For example, when you’re teaching a lesson, you may learn more information about your students and adjust the lesson on the spot rather than going through all the steps of the Architecture of Accomplished Teaching before completing the full process.

Explain each step and how it links to the previous step and the next step. Reinforce that the questions in the entry will guide the teacher to show evidence that they can

link to each of the steps logically.

3. You may want to model your thinking as you demonstrate an example of AAT in relation to a lesson series from your practice. This is a critical concept for the candidates, so be sure to go slowly through the steps of the Architecture Of Accomplished Teaching. Reminder that goal setting is an essential component since it drives how you discuss the other elements in the AAT. Respond to questions.

2.11 – AAT Organizer (blank)

An example using the AAT from your practice

PowerPoint Slides 10-12


* Priority Topic: What is Evidence-Based Teaching?

Purpose: Define and elaborate on how to use evidence to inform teaching practice.Determine the difference between analyzing and evaluating.

Key Ideas: Evidence Based teaching is a way of structuring classroom planning and instruction where teachers

continually collect, interpret and use evidence of student learning to make decisions that guide further instruction.

The purpose behind collecting evidence is to identify student learning patterns, draw conclusions about a student’s knowledge, skills or other attributes, provide feedback to individuals & groups of students and guide the future of learning

The types of evidence collected can come from: conversation, observation, work samples, assessment data, homework, student surveys, & lesson videos.

PowerPoint for session 2

Resource 2.12 Evidence as Described by Danielson

Resource 2.13 – Danielson Smart Card

10




Procedures:1. The PowerPoint includes slides 13 – 18 to explain and define Evidence Based Teaching, a key idea

behind the National Board Certification Process.2. You may also elect to use the PowerPoint as follows -

a. Slides 19 – 23 give examples of evidence and artifacts from a Danielson Framework for Teaching Perspective. These are included to show candidates that their National Board work aligns with other evidence they are collecting about their teaching practice. This is purely informational. We would encourage you to be brief and selective in your use of these slides.

b. Slides 24 – 26 provide an important clarification for your candidates. As they begin to watch and discuss videotapes, it is essential that they understand that analysis, not evaluation is the intent. As candidates become more comfortable with citing evidence from teaching, this will become more apparent, but at this point in the process, it will be essential that the mindset for viewing videotapes is to encourage everyone, including the facilitator, to analyze specific evidence from videos, not just talk about what they liked or didn’t like about the video. Clarify that this is non-judgmental and the cohort members will begin asking questions of one another like those found on the “Placemat.”

3. You may elect to use the following application activities depending upon the time allowed and the dynamics of your particular cohort. You might also elect to omit the application activities listed below and move directly into the videotaping portion of the session.

Application:1. Explain to candidates that throughout this process they will continuously be asked to explain their

teaching decisions and give their rationale behind them. A key question will be “how do you know?” in response to statements about teaching or students. You may decide to

Have participants give examples of the kinds of evidence they use regularly as evidence of their practice and/or determine what kinds of evidence they might consider using more often to show their instruction has impacted student learning.

Ask candidates - Which kinds of evidence might be more powerful? When? Prompt candidates to give their rationale for their responses.

2. Have candidates reference Danielson’s description of evidence (Resource 2.11) & list all the types of evidence they collect regularly as a part of their practice. You may elect to have candidates share & discuss the quality of each type of evidence they collect regularly.

Architecture of Accomplished Teaching Placemat – side 2 with the questions





* Priority Topic: Videotaping

Purpose: Clarify the rationale for videotaping teaching practice and discuss the logistical details for getting started with videotaping.

Key Ideas: The sooner the candidates begin videotaping, the more comfortable they will be with this part of the

process. Videotaping everyday life in the classroom will be a good way to begin. They are not aiming for the “perfect” video, but a video that demonstrates how they interact with

students and the kind of environment they create in their classroom. Videotaping fundamentals presented in this section should allow candidates to become more

comfortable with videotaping in general. They will be sharing videos with cohort members to develop their ability to articulate their practice,

not for evaluation purposes.Procedures:

1. The PowerPoint gives background information and a mindset on videotaping beginning with slide 27. Slides 28 & 29 give a rationale for the benefits of videotaping.

C3 Session 2 PowerPoint – slides 27 - 32

30 – 45




2. Slide 30 contains a Teaching Channel Video (5:42 minutes long) Using Video to Improve Practice: Do It Yourself! https://www.teachingchannel.org/videos/improve-teaching-with- video . This video describes one teacher’s approach to videotaping and gives a rationale for regular videotaping. She discusses that videotaping exposes what is intrinsic to the teacher and addresses the complexity of teaching. Have candidates watch the video and respond to this teacher’s process and rationale for videotaping her class.

Application:3. Slide 31 gives directions for a jigsaw activity to help candidates become familiar with videotaping

logistics as described in the General Portfolio Instructions. Use Resource 2.14 – Videotaping: General Portfolio Instructions.

o It’s important for candidates to have many opportunities to refer back to the resources found on the website (boardcertifiedteachers.org). They will need to refer to this information as they begin to videotape and this activity will help them become more familiar with the videotape section.

o This is a jigsaw activity where you can divide the group into small groups or partners, assign each pair or small group 1-2 of the numbered boxes on Resource 2.14 and have them be responsible for teaching the rest of the group the content in their section of the General Portfolio Instructions pages 28 – 36.

4. Ideally, the facilitator will launch the videotaping discussion by showing a 3-5 minute video from their teaching practice. Share examples from your practice that show everyday life rather than an exemplary lesson when you first begin sharing videos. When candidates see that it’s not about a perfect classroom, but about student – student, teacher – student interaction centered on content and risk taking, the discussion shifts away from being personalized to that individual teacher. Take a few minutes to discuss what student engagement looks like by having the group brainstorm evidence they might see that students are engaged. Be sure to emphasize specific behaviors as evidence. Then use the Resource 2.15 – Video – Student Engagement as a recording tool for candidates to use to note evidence of student engagement they see in your video.

5. Debrief after viewing the video and discuss evidence of student engagement:o What did they see students do or say that reflected moments of learning?

Teaching Channel Video: Using Video to Improve Practice: Do It Yourself

Resource 2.14 – Videotaping: General Portfolio Instructions

Resource 2.15 – Video – Student Engagement


https://www.teachingchannel.org/videos/improve-teaching-with-video

https://www.teachingchannel.org/videos/improve-teaching-with-video



o How does evidence of student engagement help teachers learn about strategies for instruction?

6. Sometimes it just isn’t possible to prepare a video in advance, so below you will find some other options for videos. Please remind candidates that they will be submitting videos with very limited or no editing. (Note: on page 36 of General Instructions, it gives specific details about editing). When you have the group watch an edited video, candidates may get the wrong impression that they need to produce a professional quality video.

Teaching Channel: https://www.teachingchannel.org: Teaching Channel: https://www.teachingchannel.org

o Quick Images: Visualizing Number Combinations Grade: Kindergarten (5:50 minutes)o Third Grade Mental Math Grade 3 (5:56 minutes)o Analyzing Texts: Text Talk Time Grade 5 (7 minutes)o Higher Order Questions: A Path to Deeper Learning Grades 6-8 (6:28 minutes)o Using the Inquiry Based Teaching Method for Non-Fiction Grades 9-12 (6 minutes)

7. Prompt the candidates to share observable behaviors with a focus on evidence of student engagement and learning connected to the teacher’s goals if you use one of these videos. You can still use the same recording sheet – Resource 2.14 – Video – Student Engagement.

8. Tell candidates they will be bringing videos from their teaching situation to share with a partner next time. See preparing for the next session listed below.

Closure1. As you bring this session to a close, refer back to the outcomes for this session. Come back to the idea

that the topics presented today and the resources utilized were designed to help you analyze your practice and consider ways you already demonstrate accomplished teaching practice.

Session outcomes If a PD School, the

cohort goals

5 minutes


https://www.teachingchannel.org/

https://www.teachingchannel.org/



2. All certificates are based upon the 5 Core Propositions. The candidates discussed ways in which they already show the core propositions and were reminded of things they may want to try or begin doing. again.

3. A key goal for this session is to begin analyzing and evaluating teaching patterns and practices against the Architecture of Accomplished Teaching. This begins with showing knowledge of students as described in the certificate specific standards.

4. While videotaping is often daunting, once they get started, it will open up more opportunities to view their practice as it’s happening. You may have candidates share their strategy for getting started with videotaping.

5. If you are a National Board Professional Development School, be sure to refer to your goal. Discuss how today’s work supports success toward this goal.

Preparing for the next session

1. Candidates begin practice videotaping in their classroom. They bring a 3-5 minute video from their current class that shows interaction between students. This can be in any subject area. They will share this with a partner to practice looking at videotapes.

2. Continue highlighting the “Knowledge of Students” Standard and adding to the chart begun during this session. Use the Resource 2.17 - Exploring Knowledge of Students to elaborate on what they know about their students. Participants might also want to reference handouts on other ways they collect information about their students. This is another point where it may be helpful for you to refer back to your version of the Exploring Knowledge of Students shared earlier in this session.

3. Bring Assessment data that provides evidence for the knowledge of students standard.

Calendars or schedule for upcoming cohort dates

Resource 2.3 – Exploring the Knowledge of Students Standard

10

Evaluation of Session 21. Please remind your candidates that the cohort will evolve over the year based upon their needs.

While the facilitator can support the work through the planned sessions, it is the candidate’s responsibility to begin to speak up about what they need and to begin to share their practice with the

Evaluation sheet or

Communication Update form

10 -15




cohort. While the risk - taking involved in being a cohort member is significant, each member can help create a trusting, vibrant community where everyone learns and grows. This will take honesty from everyone and a willingness to give feedback to shape the next sessions.

2. If you are using the Communication Update, complete and communicate to all stakeholders. Remind candidates that their reflections will help guide future sessions. In the Professional Development Cohorts, either the teacher leader (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 may be used for communication with the administrator.

3. 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. You may elect to have candidates complete the ½ sheet form – Reflection on Today’s Cohort Session.

4. Virtual candidates fill out a Google Form for Reflection.5. 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. You can submit a copy of this form with your monthly logs.




NOTE: NBRC needs your feedback on session #2. Please feel free to Xerox a copy of this page & attach it to your monthly log with any suggestions or comments on what worked or didn’t work. You can also attach the session document with highlighted areas or notes.


Facilitator’s Reflection on the Session

What went well in this session? Changes I would make to this session

My Next Steps

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