TAKE ONE Entry Facilitators Training

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TAKE ONE Entry Facilitators Training
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Welcome

• Please introduce yourself with the following
  information
• Name
• Certificate
• School and City and Region
• Plans for supporting TAKE ONE Candidates

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Outline

• What is the TAKE ONE Entry Process?
• TAKE ONE as Professional Development
• Outline of Sessions
• Sequence
• Structure
• Assignments
• Facilitating Groups
• Preparing for Sessions 1-12

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What is TAKE ONE?

• www.nbpts.org
• Products and Services

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What is TAKE ONE?

• Participants
• Complete a specified video portfolio entry using
  a classroom of PreK-12 students.
• Submit the entry to NBPTS to be scored by April
  15, 2008.
• Can apply their scores within two years when they
  begin the whole process of National Board
  Certification.

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Could Be 5-Year NBPTS Process

• 1 Complete TAKE ONE
• August 2008-April 15, 2009
• 2 and 3 Complete Whole NBPTS Process
• May 2009-June 2010 or
• May 2010-June 2011
• 4 and 5 Achieve or Bank Scores and Retake
• Fall 2011 Spring 2012
• Fall 2012-Spring 2013

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How to Apply to NBPTS?

• www.nbpts.org under Products and Services
• http//www.nbpts.org/products_and_services/take_on
  e
• Apply online.
• Do NOT make payment.
• ISBE will automatically send payment.
• Materials will be received within 3 weeks after
  ISBE makes the payment..

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What Do Participants Receive?

• A personal activity book
• A CD-ROM containing the standards
• Portfolio entry instructions
• Packing and shipping instructions
• Bar code labels to be placed on materials
• Envelopes for submitting the entry and forms 
• The box used for the entry submission

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NBPTS Deadlines

• Ordering deadline December 31, 2008
• Entry submission deadline April 15, 2009
• Withdrawal deadline April 15, 2009
• Deferral deadline April 15, 2009
• Withdrawal deadline with partial refund 45 days
  from date on packing list
• Scores available online on or before December
  31, 2009

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My ProfileManage Your Account

• View your application status
• Update your profile
• View your scores
• Make a payment
• Change your username and password

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TAKE ONE as Effective PD
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EffectiveProfessional Development

• Engage in a learning community.
• Use TAKE ONE as a lever for teachers to deeply
  reflect.
• Focus on student learning.
• Reinforce a strong link among instructional
  goals, teaching practice and student learning.

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What Do You Think?

• In groups,
• Discuss the benefits of TAKE ONE.
• Discuss the down side of TAKE ONE.

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Differences from Whole NBPTS Process

• Focus on one entry
• In-depth journey through Architecture of Teaching
• No confusion juggling four entries at a time.
• Learn only one writing structure Entry 4 writing
  does not interfere.
• More time devoted to learning the NBPTS
  directions, standards, rubrics, questions, and
  requirements.
• Less self-imposed stress on passing.

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Down Side

• It will take longer to get through the process to
  become an NBCT.
• You have to wait for your scores so you will miss
  a cycle if you wait for scores before you decide
  what to do.
• If you sign up for the whole process in the next
  Spring or Fall, you will not know your scores
  when you begin the whole process.

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Differences in Support for TAKE ONE

• Developmental Sessions and Assignments
• All Candidates Working on Video Entries
• More Time at Sessions on One Entry
• More Time to Organize and Analyze Thinking
• Writing Taught in Class in Responding to
  Questions
• Writing Defined by Clear, Consistent, and
  Convincing

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Differences in Support Continued

• Focus on school improvement in a cohort
• Focus on student learning goals and readiness
  skills

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Facilitating Groups

• Adult Learners
• Role of Facilitator
• Specific Guidelines for Group Facilitators
• Facilitative Behaviors

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Adult Learning Principles

• Skim through the handout Adult Learning
  Principles.
• In groups, share examples of behaviors of
  candidates or teachers for any of the numbered
  items in the bottom section titled, What makes
  adult learners different from K-12 students?

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Role of Facilitators

• Skim through the ten guidelines on the handout,
  Role of Facilitators.
• Discuss Guideline 2 to identify ways to support
  candidates without praising.

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Specific Guidelines for Facilitators

• Read through the guidelines.
• Rank the helpful hints from 1 to 15 with 1 being
  the most difficult and 15 being the easiest.
• Discuss your thoughts in pairs or small groups.

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TAKE ONE Modules

• Working Agendas and Handouts

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Part OneOutline of Sessions

• Awareness
• Piecing Together the Entry Puzzle
• Getting to Know the Entry
• Setting Goals and Rationales
• Selecting Appropriate Instruction
• Linking Coherent Instruction to Students
• Responding to Questions about Instructional
  Context and Goals

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Part TwoOutline of Sessions

• Thinking Critically about Planning
• Analyzing Videotapes for Evidence
• Writing an Analysis of a Videotape
• Reflecting on Effectiveness
• Revising Thinking by Aligning Decisions
• PackingPutting It All Together

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Developmental Assignments

• Extend Work Begun in the Session.
• Read Directions, Rubrics, Standards, etc.
• Plan for gathering, writing, and analyzing.
• Videotape.
• Draft Responses to Questions.
• Analyze Videotape and Written Commentary.
• REVISE, REVISE, REVISE, REVISE

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Examples of Videotape Assignments
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Structure of Sessions

• Respond to Questions
• Analyze Videotapes and Assignments
• Explicit Explanations
• Small Group Work
• Practice
• Individual Reading and Writing
• Large Group Debrief
• Organizers and Helpful Hints
• Links to the NBPTS Activity Book
• Assignments

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Resources

• NBPTS Activity Book
• NBRC at ISU Modules
• Working Agendas
• Handouts
• References to pages in Activity Book

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Session 1TAKE ONE Awareness

• Welcome Parts
• Course Information Sheet
• What would you also add to the sheet?
• Information about NBPTS on PPT.
• Information about TAKE ONE from NBPTS
• Selecting a Certificate
• Reviewing NBPTS website as an overview
• Registering

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Session 2Piecing Together the Entry Puzzle

• Welcome
• Review Assignments
• Overview of Architecture of Teaching
• Walkthrough the EntryReview the Parts
• Rubric, Rubric, Rubric
• Standards Explain the Rubric
• Options for Supporting Videotaping
• Review Assignments
• How can you help candidates to independently
  learn how to videotape?

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Session 3Getting to Know the Entry

• Review Assignments
• How to review all tapes?
• AOT and Questions in the Entry
• Sentence Stems
• Note-taking GuideScoring Tools as Teaching Tools
• Planning Your Entry Initially
• Assignments

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Session 4Setting Goals and Rationales

• Review AssignmentsEvidence on Video
• Content RequirementsNBPTS Curriculum Standard
• Learning GoalsNBPTS Activity Book
• Create a Learning Goal
• Readiness Skills
• Strengths and Gaps in Student Learning
• Assignment

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• Welcome to Day 2

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• Review
• and
• Questions and Answers

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Session 5Selecting Appropriate Instruction

• Remember TAKE ONE is Collaborative Professional
  Development!
• What You Know About Your Students
• Draft Rationale of Goals
• Coherent Instruction
• Assignment

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Session 6Linking Coherent Instruction to Students

• Review Assignment--Evidence in the Video Teacher
  Influence Student Learning
• Connecting Instruction to the NBPTS Requirements
• Coherent Instruction.
• Connecting Appropriate Instruction to Students

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Session 7 --Turning PointResponding to Questions
Instructional Context and Goals

• Review Note-taking Guide and Rubric
• No Review of Homework
• How to Respond to Questions
• Adding Details to Writing
• Two paragraphs Instructional Context
• Collaborative Revising
• Two paragraphs Goals and Objectives
• Collaborative Revising
• Assignment

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Session 7Draft Two Paragraphs

• Draft a paragraph in response to the question
  using information in notes from previous
  sessions. Specifically show evidence of students
  knowledge and skills related to the goals in the
  video.
• Draft a paragraph in response to the question
  using information in notes from previous sessions
  about how students learn. Explain to
  participants that they should specifically show
  evidence of what they know about how students
  learn.

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Session 7Facilitate Revisions

• Trade paragraphs and silently read your partners
  paper.
• Write notes on the writers paper to help make it
  clearer in showing specific knowledge and skills
  and ways students learn.
• Complete the chart on the handout Analyzing
  Clear Evidence in Instructional Context to
  identify evidence for knowledge and skills, how
  students learn, performance levels, and specific
  investigative tools found in the paragraphs.
• In pairs, ask participants to discuss the
  comments to strategize how to revise for clearer
  evidence.

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Session 8Thinking/ Communicating about
Appropriate Instruction

• Review Assignments.
• Clear, Consistent, and Convincing
• Clear Oral Descriptions
• Responding to Questions
• Oral Convincing Rationales
• Writing a Rationale
• Using the Scoring Tools as Teaching Tools
• Assignment Turning Point

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Session 9Analyzing Videotapes Evidence of
Accomplished Teaching

• Review Homework
• Multiple Ways to View Videos
• Rubric and Note-taking Guide to Note Convincing
  Evidence using Quotes and Non-verbal Behavior
• Evidence of Student Learning Caused by Teacher
  Quote or Action
• Key Points in the Rubric and NTG for Specific
  Goals and Instruction.
• Brainstorm Effective Methods for Viewing
  Videotapes
• Review Questions about Analysis of Videotape
• Draft Responses to Questions.
• Collaborative Revising
• Assignment

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Session 9

• Effective Methods to View Videos
• Script the video to have a print copy of the
  quotes.
• Turn the sound off to look at non-verbal behavior
  only and take notes.
• Stop at intervals and take notes.
• View for just one student or group of students.
• View with a group of teachers or friends to get
  their feedback.

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Session 10Written Analysis of Teaching and
Learning Shown on Videotapes

• Homework Review
• What is Working and Not Working
• Using Checklist for Clear Consistent Convincing
• Focus on the Questions
• Convincing Evidence
• Reflective Assignment

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Session 11ReflectionDetermining Next Steps

• Homework Review
• Architecture of Teaching
• Questions in Next Steps
• Next Steps New Goals and Aspects of Instruction
• Next Steps Appropriate and Worthwhile
  Instruction
• Collaborative Revising
• Reflective Assignment

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Session 12Revising Aligning KOS to Planning
and Analysis

• Consistent and Convincing Alignment
• Searching for Reference to Goals and Student
  Learning
• Revisions to Align Goals and Student Learning
• Searching for Alignment of Ways Student Learn to
  Instructional Context to Planning Instruction,
  Analysis, and Next Steps
• Revision Logical connections to Ways Students
  Learn
• Collaborative Revision
• Reflective Assignment