National Board for Professional Teaching Standards

1. National Board for Professional Teaching Standards Ethical Candidate Support Saturday, Jan. 8th, 2011

2. Today’s objectives: “mentor” = “candidate support provider” • Understand the facilitative role of a candidate support provider. • Challenging candidates… how do we meet their needs?

3. Table Activity ~ Share a mentor/mentee experience with your table.

4. Our challenge is… to facilitate and elevate… …not enable or evaluate.

5. Think about how adult learners differ from student learners. “Knowledge speaks, but wisdom listens.” - Jimi Hendrix

6. Candidates are not students. • They present their best work to you. • They have professional and personal obligations that may fall outside your plans. • They deserve a professional climate that focuses on teaching, not teachers. • WE must avoid mandates that dishonor adult learning.

7. Responsible Candidate Support is… • Professional • Constructive • Knowledgeable • Consistently available • Non-judgmental • Honest • Specific and direct

8. What matters most? • Focus candidates on NBPTS Standards and the practice of teaching • Correct candidates’ misconceptions about NBPTS expectations • Push candidates’ analytical thinking to facilitate professional growth

9. Should you say this or not? “I just know you are going to pass?” “I wouldn’t teach it that way” “Just keep trying and remember to answer the questions” “You should use the same lesson I used” “Consider the standards when you are writing your entries”

10. Ethical mentoring matters!!! • This experience is an opportunity to showcase best practice “for these students at this time.” Candidates should not be focused on creating an incredible or brand new lesson. • Sharing your portfolio is a mistaken practice since it suggests there may be a “template” for success. It presents a risk for unethical conduct.

11. Ethical Scenarios • Read each scenario carefully. • Determine whether it is ethical or not ethical. • Discuss and share.

12. Types of Support Mentors May Provide • Emotional Support • Create a risk-free environment • Be a cheerleader • Build a relationship of trust • Diffuse panic with humor • Encourage candidates to find and collaborate with others • Keep lines of communication open • Build a learning community • Celebrate! • Listen! Intellectual Support • Background knowledge of NBPTS • Know the assessment process • Roles of the facilitator • Explain the difference NBCTs make for student learning • Three types of writing/thinking • “Analytical” reflection and critical feedback • Recognize and celebrate “aha!” moments • Logistical Support • Help with timelines: What? When? Where? • Set aside one-on-one time with individual candidates • Announce updates and changes • State the ground rules and ensure equity • Know the logistical specifics of the assessment process • Explain how local funding works • Technological Support • Videotaping • Provide and demonstrate how to use various materials and resources • Find or be technical support staff • Make photocopies! • Be a liaison to the NBPTS office and navigate the Web site • Computers, printers, laptops, CD-ROMs, DVDs, and more!

13. What Every Mentor Should Know Student learning is at the heart of the certification process National Board is a standards-driven process Certification process is presented holistically Mentors are knowledgeable of the three types of writing/thinking Mentors have a working knowledge of the Standards and the Architecture of Accomplished Teaching

14. What Every Mentor Should Know (cont.) Mentors ask questions to push the candidate to think analytically Mentors are able to explain the assessment process and scoring system Mentors help candidates find resources and comply with assessment procedures and deadlines

15. Types of Support Mentors May Provide Have a working knowledge of NBPTS Standards & Architecture of Accomplished Teaching Understand and be able to explain the assessment process & scoring system Help candidates elevate how they think about their teaching practice and communicate effectiveness in light of standards of accomplished teaching

16. Mentor Accountability Mentors may sign an agreement form that outlines expectations Mentors may periodically submit documentation of mentor contact/activities with the candidate Mentors may complete an activity log to submit for stipend payment authorization Mentors may sign in to record attendance at meetings, training sessions, or retreats A mentor facilitator may oversee the mentor program

17. Ahhhhh…success!