Documented Accomplishments: Contributions to Student Learning

1. Documented Accomplishments:Contributions to Student Learning Alabama Instructional Media Association June 9, 2003 Frances Roscello AASL President 2003-2004

2. NBPTS Portfolio Items • Instructional Collaboration • Fostering an Appreciation of Literature • Integration of Instructional Technologies • Documented Accomplishments: Contributions to Student Learning

4. What is the National Board? • A private nonprofit organization governed by a 63 member Board of Directors • The majority are classroom teachers • Education professionals • Corporate executives • Governors, legislators, and other politicians

5. Mission of the National Board The National Board’s mission is to advance the quality of teaching and learning by: • maintaining high and rigorous standards for what accomplished teachers should know and be able to do, • providing a national, voluntary system certifying teachers who meet these standards, and (continued)

6. Mission of the National Board • advocating related education reforms to integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Teachers.

7. The Five Core Propositions • 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

8. Standards Based Assessments • All NBPTS Assessments are based on standards that: • define accomplished teaching • share a common vision of accomplished teaching • value conscious and deliberate pedagogical decisions based on in-depth knowledge of content applied in proper context

9. Critical Influences on Assessment Design • The “APPLE” Criteria • Administratively feasible • Professionally acceptable • Publicly credible • Legally defensible • Economically affordable

10. Critical Influences on Assessment Design • Standards-based assessment • High stakes assessment and consequences • Fairness and equity are paramount

11. The Architecture of Accomplished Teaching • Teachers set high, appropriate and worthwhile goals • Align instruction to achieve those goals • Evaluate student learning in light of the goals • Reflect on student learning and the effectiveness of the instruction • Set new, high, and worthwhile goals that are appropriate for these students at this time

12. The Architecture of Accomplished Teaching What is underneath the surface? Set new, high, worthwhile goals appropriate for these students, atthis time,in this setting Reflect on student learning, the effectiveness of the instructional design, particular concerns and issues Evaluate student learning in light of the goals and the instruction Implement instruction designed to attain those goals Set high, worthwhile goals appropriate for these students, atthis time,in this setting Assessment of the students -- Who are they? Where are they now? What do they need and in what order do they need it? Where should I begin?

13. The Score Scale and the Architectural Helix Level 4 It is very closely held together with everything tightly linked Level 3 It is closely held together with everything linked, although not so tightly Level 2 It is held together with everything linked, but one strand may be coming loose Level 1 It is loosely held together if at all

14. Linking the Standards to NBPTS Assessments Consider your own teaching practice in light of the standards.

15. Assessment Design • NBPTS assessments consist of two components • Portfolio • Assessment Center (continued)

16. Assessment Design: Portfolio • Four entries • Three classroom-based entries • One documented accomplishments entry • Completed during the school year in conjunction with your current practice • Yield evidence of rich content and pedagogical content knowledge

17. Assessment Design: Assessment Center • Three-hour assessment center • Six 30-minute exercises • Assesses and emphasizes content knowledge • Delivered via computer at technology centers • Administered within a specified window of time

18. How Teachers Can Get Involved in the Work of the National Board • Be a candidate for the National Board Certification • Sign up to be an assessor of NBPTS assessments • When available, pilot test exercises during their pre-release stage • Review and use the National Board standards to influence your teaching practices (continued)

19. How Teachers Can Get Involved in the Work of the National Board • Make issues of quality and accomplished teaching a critical piece of conversation for your school improvement efforts • Work to create incentives, supports and rewards in your community • Organize a study group for your school or school district around teaching professionalism and the National Board standards (continued)

20. How Teachers Can Get Involved in the Work of the National Board • Meet with your staff development committee to plan how to design professional experiences to help prepare teachers who may wish to pursue National Board Certification • Participate in and support the NBPTS-related activities of your professional association

21. www.nbpts.org

22. NBPTS Library Media Standards • What Library Media Specialists Know • What Library Media Specialists Do • How Library Media Specialists Grow as Professionals

23. NBPTS Library Media Standards • What Library Media Specialists Know • Knowledge of Learners • Knowledge of Teaching and Learning • Knowledge of Library and Information Studies

24. NBPTS Library Media Standards • What Library Media Specialists Do • Integrating Instruction • Leading Innovation through the Library Media Program • Administering the Library Media Program

25. NBPTS Library Media Standards • How Library Media Specialists Grow as Professionals • Reflective Practice • Professional Growth • Ethics, Equity, and Diversity • Leadership, Advocacy, and Community Partnerships

26. What is a Documented Accomplishment? Documentation and description of your teaching outside the classroom; contributing to student learning.

27. Your work with your students’ families on-going, interactive, two-way communication Your work as a leader and collaborator local, state, and/or national level Your work as a learner Areas of Accomplishment

28. Key concept • …why these activities and accomplishments are significant in the teaching context and the impact made on student learning. • … must be able to trace directly to an impact on student learning.

29. Description and Analysis • What is the nature of the accomplishment? • Why is this accomplishment significant? • How has what you have described had an impact on students’ learning?

30. Library Media SpecialistsContributions to Student Learning • Committed to staff development • attend seminars, conferences, workshops • publish articles • propose, design, and carry out staff development • member of professional organizations • assertive advocates for the profession

31. Committed to staff development Must share your expertise (knowledge gained) in a leadership role with other educators through facilitating professional development of other teachers, improving, instructional practices, or advocating for positive change in educational policy.

32. AASL Professional Development • AASL National Conference, October 22-26 • Thematic Stands • Information Access • Learning and Teaching • Program Administration

33. AASL Professional Development • Leadership Institutes • Pre-Conferences • Mentoring opportunities • Professional involvement through interest groups, committees, Affiliate Assembly, Board • Website information and electronic discussion lists www.ala.org/aasl

34. AASL Professional Development @ your library school campaign • A planning and advocacy campaign to strengthen the belief in the value of SLMP and SLMS Every Student Succeeds @ your library

35. School Campaign Goals • Increase public awareness of significant contributions made by SLMS to further academic achievement and lifelong learning of students • Strengthen a belief in the value of SLMP & SLMS • Position school librarianship as a desirable career opportunity.

36. Every Student Succeeds@ your library - Key Messages • School Library Media Programs are critical to the learning experience. • School Library Media Specialists are crucial to the teaching and learning process. • School Library Media Centers are places of opportunity.

37. Library Media SpecialistsContributions to Student Learning • Recognize the importance of working with others • to create opportunities to network, within • school • district • community • in person and electronically

38. Library Media SpecialistsContributions to Student Learning • Focus on the importance of connecting the LMP and the school curriculum to greater community agencies. • Reinforce importance of information literacy in daily life. • Accept the challenge of leadership • district, state, regional, and national levels

39. Library Media SpecialistsContributions to Student Learning • Further the mission and goals of school library media programs • Involve larger community in the changing world of information • Welcome partnerships with cultural and educational institutions

40. Library Media SpecialistsContributions to Student Learning • Seek and enthusiastically participate in opportunities to promote their programs within their school, to parents, and the larger community.. • speaking engagements • committee work • Develop, discuss and bring about the participation of individuals and organizations in Library Media Programs

41. Category 1 Category 3 Category 2 Going to a pre-conference on cultural diversity Teacher working with families and community Teacher as learner Inviting parents or community leaders as speakers Mentoring NBPTS Documented Accomplishments Categories Teacher as leader/collaborator at local, state, and/or national level

42. A way to think about what you do

43. Working togetherWe can all be winners! Students, Parents, Teachers, LMS Frances Roscello AASL President 2003-2004 froscell@mail.nysed.gov AASL website www.ala.org/aasl