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Take One!

Take One! . January 28, 2009 . How Do I Become A “Good” Teacher?. Five Core Propositions (NBPTS). Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students.

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Take One!

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Presentation Transcript

  1. Take One! January 28, 2009

  2. How Do I Become A “Good” Teacher?

  3. Five Core Propositions (NBPTS) • 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.

  4. What Makes an Accomplished Teacher?

  5. Activity Studying the Standards

  6. Teaching Standards • What is valued? • What would you see in a classroom of a teacher who was definitely meeting the standard? • What can you point to in your practice that is evidence of this standard?

  7. Architecture of Accomplished Teaching • Illustrates how effective learning occurs • NBPTS certification process is based upon this structure • Helix build upon each other (teacher and student)

  8. Step 1: Know Students and Subject Area • Who are my students? • Where are they now? • What do they need? • In what order do they need it? • Where should I begin?

  9. Step 2: Set Learning Goals • Set high, worthwhile goals appropriate for your students, at this time, in this setting

  10. Step 3: Implement Instruction to Achieve Goals • What instructional strategies would be most effective for meeting goals? • What materials, people, or places can I use to enhance student learning? • How can I vary the learning experiences and teaching strategies to meet the needs of learners?

  11. Step 4: Evaluate Student Learning • Following instruction, evaluate student learning to see if goals were met

  12. Step 5: Reflect on Teaching Practice • What would I do differently? • What are my next steps?

  13. Step 6: Set New Learning Goals • Based on your evaluation of student learning, set appropriate goals for your students

  14. Reflecting on Accomplished Teaching • Helix and Take One! Instructions work together • You will only be graded on how well you meet the NBPTS not the state standards!

  15. Take One! Activity Book and CD • Load CD • Click “Standards” • Click “Take One! Instructions” • In the middle of the “Take One! Overview” is the title of your Entry and specific directions for your certificate area • Each certificate may have a different Entry number and contains different requirements for the paper and video.

  16. Entry Numbers • To complete the full National Board certification process, teachers complete 4 entries and a content knowledge test. • The entry number for Take One! is simply the task number if you were completing the entire certification. • The Entry # should match the Entry # on the blue label in your Take One! box.

  17. Requirements • Entry ___: _____________________________ • This is the focus of your video. • Each content area is different. • Example: Social Studies-History/Adolescence and Young Adulthood is Entry 3: Promoting Social Understanding • The focus of the video is then explained in further detail • Below the Entry explanation is a list of standards. These standards will be represented within your video and the paper. • Some numbers are missing. You would only complete all standards if you were completing full board certification.

  18. What Will I Need To Do? • Requirements for paper and video • Maximum pages and minutes means exactly that • You will not be docked for writing a shorter paper. • Anything over the page/time limit will not be seen/read. • Each certificate area is different! Some papers are shorter and some videos are longer.

  19. How Will My Response Be Scored? • Review the standards for your area • How are you implementing these standards already? • Evidence based • 4- clear, consistent, and convincing evidence • 1- little evidence

  20. Composing My Written Commentary • Organized into sections • Example: Instructional Context, Planning and Instruction, Video Recording Analysis, Reflection • Answer the italicized questions under each section • Suggested page lengths

  21. Developing Writing • Descriptive- retelling what happened in classroom • No judgments or justifications are made • Analytical- reasons, motives, and interpretations of actions in classroom • Why, how, in what ways • See handout “Questions That Push A Candidate’s Analytical Thinking” for more help • Reflective- evaluating performance and planning for future • More examples of descriptive, analytical, reflective under “Get Started” link on CD

  22. Take One! Booklet • 5 Stages • Blue box at the end of each “Stage” tells you where to use the information in your commentary • Pg. 26: Instructional Context and Knowledge of your students • Pg. 39: Instructional Planning, Design, Assessment of Students • You do not submit your booklet to the NB so do NOT put all of your efforts toward the exercises. • The exercises are there to help you analyze and reflect upon your classroom practices.

  23. Making Good Choices • Selecting a topic • Selecting a class • Selecting the video segment

  24. Format Specifications • How do I write my paper? • Not a writing assessment • Use your “voice” • How do I record my video? • Instructional Materials • Reading, Worksheets, Rubrics, Etc.

  25. Cover Sheets and Forms • Contextual Information Sheet- background of our school and your classroom • Cannot all be the same • Add your voice • What do I send? What do I need to sign? • Copy everything • Tracking number

  26. Key Elements in the Entry • Answers to all of the questions • Clear, consistent, and convincing evidence of student learning • Quality links between the evidence

  27. #1 Answer All Questions • Are answers included in the commentary? • You do not have to answer questions in the order they are written. • If you do not answer a question, this should raise a red flag. • Address the missing information and explain why it is missing

  28. #2 State Your Evidence • Evidence may be found anywhere. • Evidence must be stated to be scored by the assessors • Don’t assume anything. • The candidate (you) are the only person who should decide what evidence should be included in the entry

  29. #3 Connect the Links • There must be links among the different parts of the Architecture of Accomplished Teaching

  30. How Will My Response Be Scored • Test your paper and video against these requirements

  31. Ready, Set, Go! • All entries are due (postmarked) April 15 • Packing Party? • Defer= No Money • Questions? Materials? • 1-800-22-TEACH • NBCT list (Brinkman/Kitchenmaster) • Listserv (k-12 email interface- k12 listserv- General Education- National Board Connection for SD Teachers) • Never email anyone your commentary or show anyone your video that you do not personally know!

  32. Getting Started • Review the Standards • Fill in “Entry Instructions Activity” (T-chart) • What is valued? (Page 1 of your Entry document- focus and standards) • What do I need to do? (explain how you will represent the focus/standard during your video and in your paper) • What areas do you need information or clarification?

  33. Good Luck!

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