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National Board Candidate Support – Session 2

National Board Candidate Support – Session 2. CSU Fullerton College of Education. Agenda. Parking Lot for questions Setting Groundrules Parameters for breakout session interactions Articulating a Vision of Accomplished Teaching Contextual Information Page

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National Board Candidate Support – Session 2

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  1. National Board Candidate Support – Session 2 CSU Fullerton College of Education

  2. Agenda • Parking Lot for questions • Setting Groundrules • Parameters for breakout session interactions • Articulating a Vision of Accomplished Teaching • Contextual Information Page • Useful Tools for Getting Started • Breakout Sessions • Wrap Up

  3. Our Groundrules • Collaborate (constructive feedback-examples, reasons, specific, honest; avoid sarcasm) • Designate a Time-keeper/Moderator • Avoid side bars (e.g., personal story telling) and interrupting • Avoid dominating the conversation • Be open-minded & non-judgmental • Come prepared & on-time • Have a clear focus for activity/work

  4. Setting Groundrules • Can everyone abide by these groundrules? • 5 – I agree 100% • 4 – Sounds good • 3 – I agree • 2 – Not sure, but I’ll try • 1 – I have serious doubts • Fist – Absolutely not

  5. Parameters for Candidate Support • What do you remember about what candidate support is and is not from last time?

  6. Parameters for Candidate Support • CSPs will • be available via e-mail and will respond within 1 week’s time • not be available via phone • read written work once it has been read by at least one other person • ask questions to focus your entry, but not serve as editors • act as facilitators, but not as instructors or graders

  7. Parameters for Candidate Support • Candidates will • find at least one “reading buddy” and exchange contact information • have his/her reading buddy read written work before sending to his/her CSP to read • avoid exchanging entire entries with anyone • consult the www.nbpts.org or 1800 22-teach if questions arise

  8. When Giving Feedback • Use the word “I” • Be specific • Ask questions • Use short sentences • Speak slowly • Give it with care • Place work on table • “Powerful Communication Skills” Rockhurst University • National School Reform Faculty

  9. Types of Questions • Tell me more about. . . • Why did you. . . • How did you. . . • How would you describe. . . • Where in the writing / video / work do you see. . . • How does this relate to. . . • Was this what you expected? • Would you do anything differently? • What are you going to do next? • Where are your students now? Accomplished Teaching pgs. 306 and 307

  10. Make and Take Write down three ideas you have for Entry 4 (Documented Accomplishments) Walk around and share Record 6 ideas from other teachers

  11. “Painting the Picture” the Contextual Information Page • Do not assume your classroom, your community is like all others • Use positive language • Explain, don’t complain • Describe, without diatribes • Take credit • Refer to exercises 6.1 & 6.2

  12. Useful Tools For Getting Started • Exercise 5.1 – Entry Mapping • Exercises 7.1 & 7.2 – Lesson Mapping

  13. Breakout Groups

  14. Wrap-up • Parking lot questions • Evaluations

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