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This resource provides housekeeping details and essential questions for teachers preparing for Component Two of the National Board Certification process. It includes information on differentiation of instruction, analyzing student work, setting goals, and reflection.
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The resources for this candidate support has been created and provided by CERRA utilizing materials from the National Board of Professional Teaching Standards. No materials or resources may be used for profit by an individual or an organization. Additionally, all facilitators should adhere to the ethical guidelines for supporting candidates found at http://www.nbpts.org/wp-content/uploads/Ethical-Guidelines-Candidate-Support.pdf.
National Board Cohort Meeting Five
Housekeeping • Make sure you signed in. • Please sit in certificate similar groups. • Burning questions from the homework?
Essential Questions • How can I prepare for Component Two? • How do I choose student work, and how do I write about it? • How can I provide and receive effective feedback from my learning community both within and outside of the cohort? • What are the benefits of reflection within the NB process and within my teaching practices?
Component Two: Differentiation of Instruction • Completion of classroom-based portfolio comprised of samples of student work and accompanying written commentary • Candidates gather and analyze information about students’ strengths and needs and use that information to plan and implement instruction • Selection of work samples that demonstrate students’ growth over time and a written commentary that analyzes teacher’s instructional practices
Component Two • You must show how you plan, integrate, set goals, measure progress, analyze student work, reflect, and determine next steps. • You must demonstrate accomplished teaching over a period of time. • This entry is all about the Architecture of Accomplished Teaching!
Essentials of Component Two • Analyzing student work • Setting high, worthwhile goals • Aligning both instruction and assessment with the needs and goals • Student responsibility • Differentiation • Fairness, equity, and diversity
Let’s Review the Component 2 Instructions • Overview • Portfolio Instructions • Scoring Rubric • Complete the overview for this component.
Reflection • According to National Board, “Reflection is a thought process that you engage in after a teaching experience. This type of thinking allows you to make decisions about how you would approach similar situations in the future — deciding whether to do something the way you have in the past, differently, or not at all. Although reflective thought may occur at any time, the reflection component of your writing is where you must show assessors how you use what you have learned from your teaching experiences to inform and improve your practice in the future.” National Board for Professional Teaching Standards, General Portfolio Instructions, 2016.
Reflection • Reflect on a lesson that you taught today or an interaction you had with students this week. • What went well? • What could have gone better? • Think about your students’ oral and/or written responses. What did you learn about the students’ understandings, difficulties, misconceptions, and gaps. What does this mean you need to do next, differently, or in addition for these students? • What did you learn about your teaching? How can you use this information to inform your practice tomorrow?
Reflection • True reflection requires self-analysis and/or retrospective consideration of your practice. • The reflection prompts allow you to share your inferences about your practice with the assessors. • Why is reflection important?
Effective Feedback Receiving Feedback Providing Feedback Ask for the instructions, prompts, and scoring rubric if the certificate area is different from your own. Ask if there is something particular that is a concern. Use the scoring rubric. Advise; do not correct or change. • Provide the instructions, prompts, and scoring rubric • Ask your reader to look for certain things • Choose your readers wisely: NBCTs, colleagues, non-educators • Remember that feedback is advice; you do not have to accept it.
Ethics “Collaboration with colleagues is a valued part of the process: engage them in professional discussions about the National Board Standards; have them help you video record, watch, and analyze the video recordings; and have them read and comment on your analyses and on the student work you have chosen. However, all of the work you submit as part of your response to each portfolio component must be yours and yours alone. The written analyses and other evidence you submit must feature teaching that you did and work that you oversaw.
If you work as a member of a team of teachers, you have an opportunity to collaborate with other members of the team who are going through the assessment. However, if you work in a team teaching setting, you should review your responses carefully to ensure that your responses all feature teaching that you did and work that you oversaw.” National Board for Professional Teaching Standards, General Portfolio Instructions, 2016.
Give and receive feedback • Use the remaining time to read for each other.
Homework, Preparation, and Advice Homework and Preparation: Before the next meeting, you need to complete the following: • Complete the Component 4 Participation in Learning Communities and Reflection sections • Complete the Overview for Component 2 • Outline your ideas for Component 2 • Review the Component 2 Scoring Rubric • Begin collecting student work Advice: As you collect student work, do not become so focused on particular students or assignments that you miss an opportunity. Collect more than just the required work.
