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Entry 4

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  1. Entry 4 Documented Accomplishments: Contributions to Student Learning

  2. Specific Standards for this Entry: • Knowledge of Culture • Knowledge of Language Acquisition • Schools, Families, and Communities • Professional Community • Advocacy for Education in World Languages Other than English

  3. Entry 4: Documented Accomplishments • Collaborative Partnerships • Contributions to the Education Profession • Family and Community Partnerships “ evidence that your role as a teacher is broader than classroom activities.” Entry 4

  4. Documented Accomplishments • Demonstrate your commitment • partnerships with families and the community • your growth as a learner • work you do with others at the local, state, and national level • Illustrate your role as a teacher is broader than what you do in the classroom • Illustrate how your commitment contributes to student learning Entry 4

  5. You are limited to 8 accomplishments… but you may choose to do less. Quality (not #) is the key. Entry 4

  6. Documented Accomplishments – 3 Categories • Your work with students’ families & community, showing ongoing, interactive, two-way communication with a focus on learning (current year). • Your work as a leader and collaborator at the local, state, and/or national level (five years) • Your work as a learner showing how you have strengthened your own knowledge, skills and/or teaching practices through professional development (five years) Entry 4

  7. Category 1 Teacher working with students’ families and community Example: Taking a course to learn about a cultural group that is part of the school community Category 2 Teacher as Learner Example: Inviting parents or community leaders as speakers Example: mentoring Category 3 Teacher as leader/collaborator at local, state, and/or national level. Entry 4

  8. Describing Accomplishments • What is the nature of the accomplishment? • Why is this accomplishment significant? • Beyond the routine • Impact student learning • How has it impacted students’ learning? • Connect accomplishments directly to student learning & IMPACT!! Entry 4

  9. Written Description: HIGHLY IMPORTANT 1. What is the Nature of this activity or accomplishment? 2. Why is this activity or accomplishment significant? 3. What is the impact of this activity on student learning? Entry 4

  10. What is the Nature of this activity of accomplishment? Why is this activity or accomplishment significant? What is the impact of this activity on student learning Entry 4

  11. STUDENT IMPACT Be sure to tell the assessor what you have done to impact your student’s learning. Clearly point out what the impact is. Entry 4

  12. Parent Teacher Two Way Communication Teacher Parent • Treat parents as a valued partner in the students’ learning process. Have a lot of two-way communication between the teacher and the parent—show it: email, notes, phone logs, etc) Entry 4

  13. Show how you reach out to the community to draw them into the education of YOUR students. • Give Examples: Q & A? • Remember, MEAT more important than “glitzy” evidence (photos, news articles). Focus on the hard evidence of impact. Entry 4

  14. Types of Documentation • Artifacts • Verification Forms • Communication Log Entry 4

  15. Artifacts Documents produced by engaging in activities such as writing articles, developing a newsletter, receiving letters from parents, or winning an award. Examples? Questions? Entry 4

  16. Verification Forms Completed by colleagues, parents, students, or others that comment on your description of an accomplishment and confirm its accuracy. Entry 4

  17. Verification Forms Candidate Name:____________ Below briefly describe the accomplishment(s) being verified by the signer of the form. Explain what the accomplishment is and why it is noteworthy. (Youdescribe the accomplishment.) Entry 4

  18. Verification Forms Is the candidate’s description of his her activities accurate? Yes No Don’t Know How do you know of these activities? They describe the accomplishment and impact it has/had upon student learning. *You can make your own if you’d rather not use the one included. Entry 4

  19. **Tell people what you need them to say for you: put in writing what you NEED and what you need THEM to say. Example: if your description says that what you need documentation for impacts students because “??”, make sure they know that is what you have said & what you need verified.

  20. Reflective Summary: • What patterns of achievement do you see in the accomplishments you have chosen to describe and document? • What are your specific strengths? Any weaknesses & how do you plan to strengthen those areas? Entry 4

  21. Format Specifications • Double-spaced-1 inch side margins • 12 point New Times Roman font • Cover sheets indicating category(ies) Entry 4

  22. Documentation Specifications • No original certificates/awards • Candidate ID number upper right • Up to 16 pages of documentation • Directly behind Accomplishment Entry 4

  23. Reflective Summary • Double-spaced--1 inch margins • No longer than 2 typed pages • Answer the following questions: Entry 4

  24. Reflective Summary Part 1: What patterns do you see emerging from the accomplishments that you chose to describe and document? Entry 4

  25. Reflective Summary Part 2 In your work outside the classroom, what was most effective in improving student learning? Why? What would you do differently if you had the opportunity? When you look at your completed set of Descriptions and Analysis and documentation, what does it suggest about your work as a learner, within the profession, and with students’ families and community in support of student learning? Entry 4

  26. NOTE TAKING GUIDE • Briefly describe each accomplishment and note the documentation provided by candidates • Note the aspect(s) addressed in the evidence for each accomplishment as described below: Entry 4

  27. NOTE TAKING GUIDE TEACHER AS LEARNER: Evidence that the teacher has engaged in ongoing professional development whereby s/he has strengthened his or her knowledge, skills, and abilities relevant to his/her teaching context. Does the teacher seek information on current theories and research—and their applications—through familiarity with professional literature, participate in and support professional organizations, or take advanced course work relevant to his/her teach and learning context? Entry 4

  28. NOTE TAKING GUIDE Teacher as Leader/Collaborator: Evidence that the teacher has worked collaboratively with colleagues to improve teaching and learning (within school or in wider professional community). Also, evidence that the teacher has shared his or her expertise in a leadership role with other educators so that teaching and learning can be improved Entry 4

  29. NOTE TAKING GUIDE Teacher as Partner with Families and Community: Evidence that the teacher treats parents and other interested adults as valued partners in the child’s development and education. Also, evidence that school-community connections facilitate ongoing, mutually beneficial interactions between the students and the wider community and enlace teaching and learning. Evidence that the teacher fosters two-way dialogue with parents and other interested adults. Entry 4

  30. Note Taking Guide • Evaluate each accomplishment and its impact on student learning • Describe, then evaluate the Reflective Summary: Does teacher explain what was most effective in impacting student learning and why is was effective? Entry 4

  31. Note Taking Guide • Looking at the descriptions and the documentation together with the Reflective Summary, what is the nature of the “fit” between them? Consider the following…. Entry 4

  32. Note Taking Guide • Descriptions   supporting documentation   Reflective Summary (each & every accomplishment listed need not be verified by supporting documentation, & the documentation may not necessarily address every detail of the teacher’s description) • Supporting documentation   development as a learner; leading/collaborating w/ the professional community; & outreach to families & community   Reflective Summary Entry 4

  33. Note Taking Guide • Professional development, work with colleagues, & appropriateness & extent of outreach to families and the community. Consider the following evidence: Entry 4

  34. Note Taking Guide • Professional development activities and work with colleagues is ongoing, showing the application of improved content knowledge and/or pedagogical approaches that impact student learning • The strategies used by the teacher to reach out to families and the community are appropriate for his/her students and extensive enough to engage families and the community in two-way communication for the purpose of impacting student learning. Entry 4

  35. Note Taking Guide • The communications with families and community address substantive teaching and learning issues and student progress. (As opposed to communications that are strictly procedural, such as organizing field trips, or focused on behavior or discipline issues.) Entry 4

  36. Note Taking Guide • Thinking about the performance as a whole. Overall, what is the nature of the evidence that the teacher is able to impact student learning through work with colleagues, professionals, families, and the community, and as learner? Entry 4

  37. Note Taking Guide Think about this in terms of the following areas: • Teacher as Learner • Teacher as Leader/Collaborator • Teacher as Partner with Families and Communities. Entry 4

  38. Key Elements • Ask yourself—SOWHAT! • What is the impact on YOUR STUDENT LEARNING? • Parents  Valued Partner. Emphasize two-way communication. Entry 4

  39. Key Elements • You must include all three aspects!! • Measurable? Can the accomplishment be measured? How did it contribute to the students’ learning? • Verification: defines the accomplishment—clearly and explicitly states what you have done!! Entry 4

  40. Key Words/Phrases**Tips from a fellow NBC who has scored Entry 4 • “parents as a valued partner in education” • “two-way communication” (effective) (valuable) (frequent) • Actively engaged (involved) • Partnerships between school, family, and community • Collaboration with other teachers • Interaction has ensured two-way communication. Entry 4

  41. Entry 4 Documents • Description and Analysis 10 pages • Documentation 16 pages • Artifacts • Verification forms • Communication log • Reflective Summary 2 pages Entry 4

  42. ORGANIZATION • Discuss different methods of organizing each portfolio entry. • Discuss Time Management *evenings? Weekends? *how much finished before school begins?

  43. SCORING .75 1.00 1.25 1.75 2.00 2.25 2.75 3.00 3.25 3.75 4.00 4.25 The “1” Family The “2” Family The “3” Family The “4” Family NOT ACCOMPLISHEDACCOMPLISHED

  44. SCORING

  45. Resources • www.nbpts.org • www.octp.org • Refer to handout

  46. Final Thoughts We are all works in progress & will continue to be. When we reach a goal, we set a new one. Reaching the top of the mountain is exhilarating, but it is the climb that we relish, & we soon look for another mountain. Should we reach the pinnacle, grasp the brass ring, our new goal is to hang on tight & not lose what we have fought so hard to gain. Unless you live it, you cannot understand it. And for those who live it, there is no explaining to those who cannot understand.

  47. Final Thoughts – page two • Some, even though they do not understand, will admire our achievement and their words will give us affirmation. Others of those who do not understand will see only vanity, self interest, and obsession. Their words will give to them the affirmation that they so desperately need in justifying never having tried. Trust that you know what you are about, and pursue it wholeheartedly and without regret.-mahler

  48. Buena suerte *Bonne chanceLinda Reid, NBCT 2003Linda-Hasler@mpsi20.orglinda-reid@mpsi20.org