Mentoring Candidates for the National Board Process

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Mentoring Candidates for the National Board
Process

• Updated August 2009

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Icebreaker activity

• Find your puzzle partner
• Introduce yourself with name, certificate area,
  year of certification
• Read/discuss myth and truth
• Be ready to discuss with whole group

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Overview - Day 1

• Coaching, Questioning Facilitating
• Writing for NBPTS
• Mentoring for Documented Accomplishments

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Part 1 - Coaching/ Questioning/Facilitating

• Self Assessment
• 5 Core Propositions
• Roles of a Good Mentor
• Working with Adult Learners
• Cognitive Coaching
• Socratic Questioning
• Architecture of Accomplished Teaching

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Connecting NBPTS Mentoring to the Five Core
Propositions

• 5 Core Propositions of the National Board
• Teachers are committed to students and their
  learning
• know the subjects they teach and how to teach
  those subjects to students
• are responsible for managing and monitoring
  student learning
• think systematically about their practice and
  learn from experience
• are members of learning communities.

• 5 Core Propositions for Mentoring
• Mentors are committed to mentees
• and their learning
• know about the mentees content and
• pedagogy and know how to build the
• mentees capacity to improve
• monitor the mentees learning
• support mentees systematic reflection
• on learning
• build learning communities among
• mentees and colleagues

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Roles of Mentors

• In groups, brainstorm the roles of a NBPTS
  mentor. Record each role on a post-it note.
• The 5 Core Mentoring Propositions have been
  posted. Attach your post-it notes under the
  proposition to which it belongs.

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Qualities of a Good Mentor

• Act as a process guide this is NOT your work.
• Know their role is to build the candidates
  independence.
• Refer candidates to the 5 Core Propositions and
  the Standards
• Encourage candidates.

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No Recipe Can Create an NBCT

• Coaches are--
• Non-Judgmental
• Honest
• Specific
• Constructive
• Probing
• Knowledgeable
• Available

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Johari Window Activity

• Complete the Johari Window form.
• What are some unproductive
• behaviors that could be set in
• motion in you by a candidates
• needs?
• What do you KNOW you cant fix
• for a candidate?

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Working With Adult Learners

• Read the chart comparing adult and child
  learners.
• You will be assigned a number from the chart --
  place a quote in the bubble on the stick person
  handout that represents your difference.
• See example on next page for help. It
  represents 8 from the chart.

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Facilitation Strategies

• In groups, read and summarize assigned pages.
• Move through charts in three round carousel.
• Round 1 Summarize ideas
• Round 2 What are some dos
• Round 3 What are some donts"

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Trainer VS Facilitator

• Nurtures.
• Guides interaction.
• Operates on overarching goals.
• Has an undetermined timeframe.
• Has a repertoire to draw from to plan.
• is intuitive.
• Designs in media res.
• Moves from unknown to known.

• Gives information.
• Directs learning.
• Operates on outcomes.
• Has timeframe.
• Plans sequence.
• Is cognitive.
• Designs a priori.
• Moves from known to unknown.

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7 Universal Intellectual Standards

• These must be applied to thinking if you are
  interested in checking the quality of reasoning
  about a problem, issue, or situation.
• Design a poster for your assigned standard
• Definition
• Example sentence
• Guiding question
• See example on wall for help.

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Cognitive Coaching States of Mind
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The Cognitive Coaching Model
Coachs
Teacher s
Strategies
Inner Thought Processes
Student s
Overt Instructional Behaviors
Greater Learning
Costa Garmston
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Building a Trusting Relationship The Key to
Coaching Success
Trust is about the whole of a relationship
rapport is about the moment Art Costa and
Robert Garmston
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Behaviors That Build Trust

• Respect the confidentiality of your relationship
• Recognize and respect your partners ideas, even
  though you dont agree with them.
• Respond to his/her statements/questions to
  his/her satisfaction before introducing another
  topic.
• Walk your talkdeliver what you promise!

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Coaching Behaviors

• Modeling instruction and self-reflection
• Sharing relevant experiences, examples and
  strategies
• Opening new avenues by which partners can,
  through reflection and practice, take
  responsibility for improving their practice

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Socratic Questioning

• The method of Socrates is a search for the
  underlying assumptions which may subconsciously
  shape ones opinion, and to make them the subject
  of scrutiny, to determine their consistency with
  other beliefs.
• The basic form is a series of questions
  formulated as tests of logic and fact intended to
  help a person or group discover their beliefs
  about some topic. This method is designed to
  help a person further their understanding of
  themselves and their practices.

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Socratic Questioning Strategies

• Look at the guiding question you created for the
  last activity.
• What kind of Socratic question did you use?

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Architecture of Accomplished Teaching

• Read your scenario and explore the Enhanced
  Architecture of Accomplished Teaching Diagram
• Where is the scenario teacher on the diagram?
• What should she/he do differently?
• What Socratic type question could you ask to help
  the teacher?

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The Enhanced Architecture of Accomplished Teaching
START HERE Your Students - Who are they? Where
are they now? What do they need and when do they
need it? Where should I begin?
Set new high and worthwhile goals that are
appropriate for these students at this time.
Reflect on student learning, the effectiveness
of instructional design, particular concerns and
issues.
Provide timely, meaningful feedback to students
about their level of accomplishment of the
targeted goals
Evaluate student learning in light of the goals
and the instruction.
Set high, worthwhile goals appropriate for these
students, at this time, in this setting.
Five Core Propositions
Teachers are committed to students and their
learning Teachers know
the subjects they teach and how to teach those
subjects to students
Teachers are responsible for
managing and monitoring student learning
Teachers think systematically
about their practice and learn from
experience
Teachers are members of learning communities
Design and Implement instruction designed to
attain these goals.
Einhorn 2006
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Part 2 - Writing for NBPTS

• Ethics
• Review of Descriptive, Analytical Reflective
  Writing
• Complete the highlighting activity

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Ethics Related to Mentoring for Writing

• Refer to Ethical Issues in NBPTS (Guidelines
  for Ethical Candidate Support)
• The responsibility of developing and completing
  the certification materials always rests with the
  candidate.
• Mentors cannot share their own entries.
• Candidates cannot falsify, copy or share
  information for use in portfolio entries.
• Mentors are not assessors.
• Report violations to NBPTS (1-800-22TEACH)

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Writing for the National Board Process

• Descriptive
• Analytical
• Reflective

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Evidence Accomplished vs. Lacking

• Create the Socratic questions that would have
  guided this candidate from a lacking to an
  accomplished response.

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Writing Tools for Candidates

• Instructional context
• vs. contextual information
• Model of Instructional Context
• Sentence stems
• Adding value

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Part 3 - Mentoring for Documented Accomplishments
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Mentoring for Documented Accomplishments Overview

• Ethics Related to Documented Accomplishments
• Teacher as communicator with students family and
  community
• Teacher as leader/collaborator
• Teacher as learner
• Tools for candidates

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Ethics Related to Documented Accomplishments

• Refer to Ethical Issues in NBPTS (Guidelines
  for Ethical Candidate Support)
• Candidates alone are solely responsible for
  their certification materials
• Cannot falsify or fabricate evidence
• Report violations to 1-800-22TEACH

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Three Lenses for Viewing Professional
Accomplishments

• Leader/collaborator
• Learner
• Communicator with family and community

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Tools for Candidates

• Breaking Down the Entry
• Practical Tips for Getting Started
• Guidelines for Documented
• Accomplishments
• Guide for Collaborative
• Accomplishments
• How to Document Your
• Accomplishments
• Documented Accomplishments
• Contributions to Student Learning
• Quantitative and Qualitative Evidence
• Checklist for Entry 4 Descriptions

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Responding to Candidates Writing

• Look for
• Thorough description
• Language of NBPTS standards
• Significance evidence
• Proof of student learning
• Write Socratic questions that would guide the
  candidate.

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Closure Reflection

• Add comments to column 3 on the coachs
  self-assessment form.
• Complete 1 post-it note for each of the
  following
• Burning Question
• Muddy Idea
• Best Idea

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Overview - Day 2

• De-brief
• Ethical Issues
• Mentoring for Video Analysis
• Mentoring for Student Work Analysis
• Mentoring for Assessment Center Exercises

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Part 4 Importance of Ethics

• Signed agreement
• You may not show candidates your portfolio
  entries.
• You may not tell candidates questions you
  observed on the assessment center test.
• Watch what you saywhen in doubt contact NBRC or
  1-800-22-TEACH for help/advice.

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Role Play - Ethics Scenarios
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Part 5 Mentoring for Video Analysis

• NBCTs will be able to
• Identify facilitation strategies to analyze
  videotapes.
• Identify the connection between rubric, standards
  and evidence.
• Identify strategies to examine written
  commentaries and videotapes for evidence of the
  rubric and standards.

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Videotape Quiz

• So how much do you know Take the quiz to find
  out!

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Process for Video Analysis

• Review the Strategies for Groups to View
  Videotapes
• Whole group Video Viewing Exercise

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Tools for Candidates

• Video notes
• Breaking Down the Entry
• Scoring guide analysis
• Tools for gathering evidence
• Reflection

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Part 6 - Mentoring for Student Work Analysis
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Guiding Candidates through the Architecture of
Accomplished Teaching

• Food for Thought
• Context of a Student
• Aligning Instruction and Assessment to Goals
• Evidence of Student Learning
• Providing Feedback

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Providing Feedback to Candidates for Analysis of
Student Work

• Read the portfolio instructions and scoring guide
  for the sample portfolio entry.
• Create Socratic questions to guide the candidate.
• Discuss your results with a partner.

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Part 7 - Mentoring for Assessment Center Exercises
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Mentoring for Assessment Center Exercises Overview

• Ethical Considerations
• Mentor Roles for Assessment Center Preparation
• Working Agenda
• Resources
• See NBRC website
• http//www.coe.ilstu.edu/ilnbpts

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Ethical Considerations for Assessment Center
Mentoring

• Assessment Center Confidentiality Statement
• Cautions for Candidates

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Assessment Center KWL for Mentors

• Individually, respond to the wall chart What Do
  We Already Know? using 1 or 2 yellow post-its (1
  idea per post-it).
• Individually, respond to the wall chart What Do
  We Need to Find Out using 1 or 2 blue post-its
  (1 idea per post-it).

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Brainstorm 1. How is writing for assessment
center exercises different from portfolio
writing?2. How can you help candidates prepare?
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Assessment Center Working Agenda Review

• Use internet access to pull up agenda and show
  NBCTs where to find it.
• Briefly review the assessment center working
  agendas.
• Read directions and discuss how the prompts are
  derived from the exercise description and rubric.

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Assessment Center Resources

• Assessment Center KWR
• A CIA HEART
• Helpful Hints for Candidates

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Assessment Center Resources

• www.pearsonvue.com/nbpts
• Online schedule
• Assessment center tour
• Assessment Center Tutorial
• http//edtech.kennesaw.edu/intech/javatimer/javati
  mer.html
• -assessment center tutorial with timer

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Time to reflect wrap-up
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A facilitator is one who gets others to
understand the task(s) and then motivates them to
do the work. Chicago Public Schools,
Facilitators Resource Guide
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Reflect on this Training

• What worked?
• What do you need?
• Other comments?