Mentoring Candidates for the National Board process

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Mentoring Candidates for the National Board
process

• Updated June 2007

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Overview - Day 1

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

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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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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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NBPTS 5 Core Propositions

• Teachers are committed to students and their
  learning.
• Teachers know the subjects they teach and how to
  teach those subjects to their 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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5 Core Propositions for NBPTS Mentoring

• NBPTS mentors are committed to their mentees.
• NBPTS mentors are knowledgeable about the
  mentees content and pedagogy and know how to
  build the mentees capacity to improve.
• NBPTS mentors monitor the mentees learning.
• NBPTS mentors support mentees systematic
  reflection on learning.
• NBPTS mentors 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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Final Thoughts - NBPTS Mentor Roles

• In groups, fill out the Johari Window.
• 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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Adult Learning Principles

• 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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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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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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Preparing to Respond to a Candidate

• COACHING FOCUS
• Write questions to the candidate to enable the
  candidate to clearly answer the NBPTS questions.
• Use Socratic questioning.

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Part 2 - Writing for NBPTS

• Review of Descriptive, Analytical Reflective
  Writing
• Take the quiz!
• Complete the highlighting activity

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Analysis vs. Reflection

• Asks WHY the elements or events are described as
  they are
• (Why are you making note of this? Why is it
  important?)

• Particular kind of analysis
• Always suggests self-analysis
• Retrospective consideration of ones practice in
  terms of this assessment.

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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
• Adding value
• Writing practice

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Part 3 - Mentoring for documented accomplishments
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Overview

• Teacher as communicator with students family and
  community
• Teacher as leader/collaborator
• Teacher as learner

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Tools for candidates

• Tips for getting started
• Brainstorming for evidence
• Standards inventory
• Breaking down portfolio instructions
• Scoring guide analysis
• Guidelines for documenting accomplishments

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Practice for providing feedback to candidates

• 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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Part 4 - 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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Developing a Structured Process for Videotape
Analysis

• Review the Strategies for Groups to View
  Videotapes
• Practicing videotape analysis

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Practicing videotape analysis
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Tools for candidates

• Video notes
• Standards inventory
• Portfolio instructions breakdown
• Scoring guide analysis
• Tools for gathering evidence
• Reflection

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Time to reflect self-assess
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Overview - Day 2

• Nuts and Bolts
• Mentoring for Analyzing Student Work
• Mentoring for Assessment Center Exercises
• Leadership Opportunities

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Part 5

• Nuts n Bolts

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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 NBRIC or
  1-800-22-TEACH for help/advice.

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Role Play - Ethics Scenarios
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Tools for getting candidates started
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NBPTS renewal process
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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

• Overview
• Strategies
• Resources
• See NBRC website
• http//www.coe.ilstu.edu/ilnbpts/

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Brainstorm ways that writing for assessment
center exercises is different from portfolio
writing
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Part 8 - Leadership Opportunities

• Mentor NBPTS Candidates
• Provide awareness for the National Board Process
• Promote pre-candidacy class/Take One! for
  potential candidates
• Mentor new teachers in your district/school
  mentor program (ICE 21)
• Model quality teaching
• Provide Professional Development

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Illinois Information for new NBCTs

• FAQ
• www.ilnbpts.org

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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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ReviewingTrainer VS Facilitator

• Gives information
• Directs learning
• Operates on outcomes
• Has time frame
• Plans sequence
• Designs prescriptively
• Moves from known to unknown

• Nurtures
• Guides interaction
• Operates on overarching goals
• Has an undetermined time frame
• Is intuitive
• Designs in flexibly
• Moves from unknown to known

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Facilitating Groups

• Roles/skills/behaviors
• Effective groups
• Strategies
• Online resources

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Reflect on this Training

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