Analyzing National Board Standards Workshop

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Analyzing National Board StandardsWorkshop 3

• CERRA National Board Candidate Support
• Workshop Toolkit

WS3 February 2007
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Expectations.

• Why Im here today?
• What Im expecting to learn?

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Essential Questions

• How can I best examine the standards?
• How do I connect my work to the standards and
  demonstrate it in the portfolio?
• What resources do I have available to help me?

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Activity 1

• Five Core Propositions
• Activity

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Activity

• Think of a teacher who had a positive impact upon
  you.
• Write one memorable attribute per Post-it note.
• View the posters that have been placed around the
  room.
• Place each sticky note on a poster that best
  describes the attribute.

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Process Questions

• What patterns emerge in looking at the posters?
• In what ways might you categorize responses on
  each poster?
• What makes some Core Propositions easier to
  demonstrate than others?

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Activity 2

• Five Core Propositions
• Activity

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Say Something

• Work in groups of 2 or 3.
• Plan how far you will read 1, 2 or 3
  paragraphs.
• After reading, each person says something
• a question
• a brief summary
• a key point
• an interesting idea
• a new connection
• Continue until the passage is complete.

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Making Connections

• In small groups
• Talk about the connections between what you read
  and what you wrote in describing what you would
  see, hear and feel in an accomplished teachers
  classroom.
• As a large group
• Talk about each Core Proposition and your Say
  Something comments, questions, and key points.

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Discussion

• Core Propositions
• National Board Standards

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What Does Accomplished Teaching Look Like?
What Students Learn
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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.

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NBPTS Standards
Equity, Fairness Diversity
The Art of Teaching
Understanding Young Children
Reflective Practice
Families Communities
Instructional Decision Making
Assessment
Knowledge of Students
Multiple Paths to Knowledge
Representative NB standards from ENS, ELA, Math
GEN Certificates
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NBPTS Values Accomplished Teaching

• Accomplished teaching is defined by the NBPTS
  Standards, not by NBCTs or by candidate support
  providers.
• Student learning is at the heart of the
  certification process. Portfolio entries should
  demonstrate and reflect the candidates impact on
  student learning.

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Candidates Must Demonstrate Clear Connections
Between

• Instructional Goals
• Assessment Student Learning
• Planned Activities

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Activity 3

• Standards Stoplight

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What do we mean when we sayStandards?

• National Content Standards
• SC State Content Standards
• Student Performance Standards
• Professional Teaching Standards

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A closer look at the standards

• We will analyze and reflect on our practice as it
  relates to the National Board Standards.
• We will begin to understand which components of
  the National Board Standards are currently
  integrated in our practice and identify those
  that need to be incorporated into our practice.

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Time to practice

• Select and read through a standard.
• Highlight or mark the standard
• Green behaviors that are currently evident in
  your practice
• Yellow behaviors that you exhibit occasionally,
  or things you used to do in your practice
• Pink behaviors that are not part of your
  practice
• Continue this process with the next standard.

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Process Questions

• What patterns emerge in the way you marked the
  standards?
• What are your hunches about which standards will
  be the easiest (hardest) for you to demonstrate
  in videotaped entries?
• In what ways do the standards overlap one
  another?

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Activity 4

• Studying the Standards

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Time to practice

• Read one of the standards you have already
  analyzed.
• Complete the chart.
• Share with an elbow partner.
• Work collaboratively to add suggestions for ways
  the standard could be demonstrated in your
  classroom.

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Process questions

• In how many different ways can components of the
  standards be demonstrated?
• In what ways has this exercise helped you align
  your practice to the expectation established by
  the standards document?

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For Demonstration with Activity 3 4

• Excerpt from
• Standard IV Middle Childhood Generalist
• Respect for Diversity Middle Childhood/Generalist

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Accomplished teachers help students learn to
respect and appreciate individual and group
differences.

• Accomplished teachers nurture the
  development of sound civic values in their
  students as they seek to develop them
  academically and socially. They teach and model
  concern for the rights of all students, including
  those with physical and intellectual challenges,

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• those with learning disabilities, and those
  with abilities to speak a variety of languages or
  dialects at home. They work toward these ends by
  helping students understand and use democratic
  principles of freedom, justice, and equity and by
  helping them recognize discrimination, prejudice,
  and stereotypes when they occur in their
  classroom and elsewhere.

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• These teachers design activities and raise
  questions that require students to think about
  ethical issues and conflicts from a variety of
  perspectives. They foster civic and personal
  responsibility in their students by providing
  opportunities for joint decision making and rule
  making and by encouraging students to address
  actively the social, economic, and environmental
  issues in their community.

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Workshop Evaluation

• Please take a minute to complete the
  workshop evaluation form. This will help us
  revise each workshop to meet the needs of
  National Board candidates.

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More Information