Field Team Contacts:

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• Field Team Contacts
• Lacey Bleess
• Colby Christensen
• Sandy Gaspar
• Scott Simpson
• Matt Wiebe

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TakeOne!

• National Board for Professional Teaching Standards

TakeOne! http//www.nbpts.org/products_and_service
s/take_one1 SD Incentives http//www.doe.sd.gov/o
atq/incentives_plus/index.asp
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Take One! Goals/Outcomes

• practice and self-assess evidence-centered
  teaching through reflective analysis
• establish clear connections between how your
  students learn and how you teach
• generate clear evidence of your effectiveness
• make informed instructional decisions

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What is TakeOne!

• http//www.youtube.com/watch?vZz1c5ER-aSQ

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• Take One! is designed to be a cost-effective,
  job-embedded, and ongoing professional
  development experience that helps build learning
  communities in schools and strengthen
  professional collaboration among educators. Take
  One! provides a platform for groups of educators
  to work together toward common goals in ways that
  can enhance both teaching practice and student
  learning. It is expected that school-wide
  discussions about student learning will be
  elevated and integrated collaborations will be
  fostered as work done in isolation is reduced.
• (The NBPTS Take One! Activity Book)

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TakeOne! Basic Information

• Go to the NBPTS TakeOne! website at
  http//www.nbpts.org/products_and_services/take_on
  e1
• View the video and read the overview information
  that is provided.
• Select the link titled, Becoming a Take One!
  Participant, and read through the information
  presented in the links for Who Can TakeOne!?
  Choosing the Right Certificate and How Does It
  Work? (The sections on Fees and How to Order do
  not pertain to you at this time.)

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TakeOne!

• NBPTS offers 25 certificate areas that cover 15
  subject areas and are classified into seven
  student age categories. As a candidate, you can
  opt for a generalist certificate or one that is
  subject-specific.
• TakeOne! participants prepare and submit one
  pre-selected entry from their appropriate
  certification area.
• TakeOne! is designed for certified staff members.

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Choosing Your Area

• Select the link Choosing the Right Certificate
  and review the information presented.
• Select your certificate area based on the subject
  and age of children that you are currently
  teaching. Elementary teachers will want to
  examine both the Generalist and the Literacy
  Reading-Language Arts/ Early and Middle Childhood
  certificates and select the certificate that you
  believe will provide the most interesting entry
  substance. Middle level teachers have the option
  of a Generalist and content specific
  certificates. (To examine certificate entry
  overviews, select the link TakeOne! entry
  instructions http//www.nbpts.org/UserFiles/File/
  to_entries07.pdf gt in the Choosing the Right
  Certificate paragraph.
• Your BLT might recommend specific certificate
  areas, so again, DO NOT register/apply for
  TakeOne! at this time!

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TakeOne! Examples

• Literacy Reading-Language Arts/ Early and Middle
  Childhood
• Portfolio Entry 2 Constructing Meaning
  Through Reading
•  
• The candidate will provide a class in which he or
  she supports learners in their growth as readers.
  (The candidates class may consist of only one
  student if that is the candidates teaching
  setting.)
•  
• Focus standards for this entry
• Knowledge of Learners
• Knowledge of the Field of Literacy
  Reading-Language Arts
• Equity, Fairness, and Diversity
• Learning Environment
• Instructional Resources
• Instruction Decision Making
• Assessment
• Integration
• Reading
• Teacher as Learner

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• Middle Childhood/Generalist
• Portfolio Entry 3 Integrating Mathematics with
  Science
•  
• The candidate demonstrates how he or she helps
  students better understand a Big Idea in
  science using relevant science and mathematical
  knowledge. The candidate will engage students in
  the discovery, exploration, and implementation of
  these science and mathematical concepts,
  procedures, and processes by integrating these
  two disciplinary ideas.
•  
• Focus standards for this entry
• Knowledge of Students
• Knowledge of Content and Curriculum
• Learning Environment
• Respect for Diversity
• Instructional Resources
• Meaningful Applications of Knowledge
• Multiple Paths to Knowledge
• Assessment
• Reflection

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• Mathematics/ Adolescence and Young Adulthood
• Portfolio Entry 3 Instructional Analysis
  Small Group Mathematical Collaborations
• The candidate will provide a videotape of a
  lesson that demonstrates how he or she interacts
  with students working in small groups in order to
  promote mathematical discourse and to develop
  student understanding about an important
  mathematical idea. The candidate is required to
  show how he or she uses manipulative materials or
  appropriate technology to provide access to or
  deepen mathematical understanding. The candidate
  will show how he or she models questioning
  strategies and mathematical thinking and
  reasoning processes to promote interactions
  between the candidate and the students, as well
  as among the students in small groups.
• Focus of this entry
• Commitment to Students and Their Learning
• Equity, Diversity, and Fairness
• Knowledge of Mathematics
• Knowledge of Students
• Knowledge of Teaching Practice
• The Art of Teaching
• Learning Environment
• Ways of Thinking Mathematically
• Assessment
• Reflection and Growth

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Selecting Your Area

• Carefully review the list of 25 certificate areas
  and the AGE levels for each to see which area
  might be the best fit for your current
  teaching assignment.
• Must teach a lesson in that area
• At least 51 of your students must fall into age
  group
• 75 fee to change area after initial registration
  (your own expense)
• BLTs/schools/districts may select a common
  certificate area for all teachers
• Go to http//www.nbpts.org/products_and_services/
  take_one1

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Incentives

• Payment of individual TakeOne! entry fee of 355
  by SDI grant
• Stipend of 750 for completion of TakeOne! entry
  (Confirmation of TakeOne! entry submission to
  NBPTS by the April deadline is required)
• Stipend of 750 when receipt of individual entry
  scores are reported (NBPTS report that confirms
  scorable entries, not individual entry score,
  will be required for payment.)

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Scoring Rubric Example - Literacy

•  
• The Level 4 performance provides clear,
  consistent, and convincing evidence of
• the teachers ability to support diverse learners
  in their growth as readers, and to engage
  students in constructing meaning from texts that
  are developmentally appropriate for them.
• accurate recognition and acknowledgement of
  individual growth of students as it relates to
  social, verbal, and cognitive development and an
  insightful explanation of how these attributes
  affect the literacy development.
• the effective use of varied assessment tools.
• thorough knowledge of current literature and
  reading theories to inform planning,
  implementation, and evaluation of a
  differentiated and purposeful lesson.  

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Individual Registration Process

• Identify a certificate area which pertains to
  your schools goals or your teaching assignment
• Register online by October 15
• Print two copies of the final screen which
  includes your Take One! Identification number.
• Keep one for your personal records
• Give a copy to your building principal (for use
  in making payments only)

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Important Take One! Dates

• Registration prior to October 15, 2008
• Entry Submission prior to April 3, 2009
• Scores available online (to participants only)
  on or before December 31, 2009

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From the Field

• For me, doing TakeOne! was a very affirming
  experience.  Watching my video and writing my
  paper helped me grow as an educator, while also
  reminding me of everything I'm doing right.
  Sometimes that can be hard to remember! 

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From the Field

• The completion of the entry really forced me to
  take a critical look at my own teaching, not only
  in practice, but in rationale as well. In
  reflecting and analyzing what I was doing in the
  classroom, I also was really able to dig deeper
  as to why I had been making the instructional
  choices I had, and the effect those choices had
  on student learning. The overarching takeaway
  from the entry is that student learning is the
  bottom line, and I need to be absolutely sure
  that every step occurring within the walls of my
  own classroom does, in fact, result in increased
  student achievement.

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Research Links

• Research is consistently positive about the
  impact of National Board Certification on
  improvements to teacher practice, professional
  development and areas of school improvement that
  are critical to raising student achievement. 
• http//www.nbpts.org/resources/research

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Questions and Thoughts
TakeOne! http//www.nbpts.org/products_and_service
s/take_one1 SD Incentives http//www.doe.sd.gov/o
atq/incentives_plus/index.asp SDI
Wiki http//sdiplus.tie2.wikispaces.net