National Board Certification Support

1. National Board Certification Support February 19, 2007

2. Portfolio Submission Information • The portfolio component of the assessment is to be completed prior to the deadline for the portfolio submission. The date is different for first-time and retake candidates. • First time candidates – March 31, 2007 • Retake Candidates – April 15, 2007

3. Mailing Portfolio Entries • Important: The NBPTS Processing Center Has Relocated! • Effective September 15, 2006, all candidate materials - including written correspondence, eligibility forms and withdrawal forms - should be sent to our new processing center at: • NBPTS Processing Center 11827 Tech Com Way, Suite 200San Antonio, Texas 78233 • If you sent material to the New Jersey address, do not be concerned -- all material will be automatically forwarded to the new NBPTS Processing Center in Texas. Please continue to send payments to the address located on the Methods of Paymentpage.

4. NBPTS Assessors • All entries are scored by teachers practicing in the same content area as the assessment they are scoring. • The assessors are carefully trained over several days to apply detailed scoring rules. • The scoring rules clearly articulate the criteria that are to be applied in the evaluation of candidate responses. • These criteria reflect the Standards that the entry was designed to measure.

5. Is this person a NBCT? • Sum of Scaled Scores _____? • Uniform Constant = 12 • Total Weighted Scaled Score ____? • Must = 275 or + • Can a person be a NBCT is an entry or assessment exercise receives a score below 2.75?

6. Portfolio Scoring Exercise

7. Assessment Center Exercise

8. Entry Scoring • Keep in mind that each entry is scored independently of the others. • When an entry asks for background or contextual information, be complete, since an assessor for one entry will not see your other entries.

9. Revisit NBPTS Standards • Tips for Studying the Standards • 1. Look carefully at the Five Core Propositions - Jot down at least one specific act or activity that you and/or your colleagues do regularly that illustrates each proposition. • 2. For each Standard in the set of Standards for your content area/developmental level, ask yourself the following questions: What would an accomplished teacher know and be able to do with respect to this Standard? Be very specific. How might an accomplished teacher demonstrate proficiency with respect to this Standard? How could such a teacher prove to you that he or she was meeting this Standard?

10. As you work on completing your portfolio entries, you should reflect on ways to improve your responsesby asking yourself these questions: • Does the entry, taken as a whole, accurately represent my teaching? • Are there important aspects of my teaching that the entry does not capture? • Could I select student work samples or video recording opportunities that would better fit the guidelines given in the portfolio instructions? • Do I address each of the questions listed in the Written Commentary instructions? • In what ways could I improve my responses to the questions in the entry directions? • In what ways might my responses be incomplete or unclear to someone who understands my teaching only by the work I am submitting in this entry?

11. Video Analysis Into Practice Course of Action • Based on the video, list the two specific areas in your practice that you want to improve or further develop. Also answer the additional questions in the chart. • Use this information to inform the reflection.

12. Self-Assessment of Entries • At least two weeks before you complete the packaging of each of your entries, you should read over the section of the entry directions called "How Will My Response Be Scored." • Look over all of your written materials, and watch your video recordings or examine student work one last time. • Ask a colleague to look for evidence of all of the things this section mentions as criteria for scoring this entry. If the evidence in not clear, revise your commentary as needed. • Check all of your materials—written commentary, video recordings, student work, and forms—to make certain that you have completed each according to the requirements. • Follow the directions in Pack & Ship. The instructions include convenient Assembly Checklists to use when you are checking the contents of your portfolio.

13. How does what we see in the video recording fit into the lesson as a whole (i.e., what came before • this part of the lesson, if anything, and what follows this part of the lesson, if anything)? Provide • information that assessors would need to understand the video recording. • o Note: You may choose to augment your analysis with a graphical element, such as a • flowchart, web, outline, or diagram, depicting the activities you and your students • participated in and their relationship to one another. If you choose to include a graphical • element, ensure that it is legible and that it is included in your total page count. • •

14. Entry Analysis of the Videotape • How well were the learning goals for the lesson achieved? What is the evidence for your answer? • Point to specific interactions in the video recording. You may also make reference to the lesson as a whole, to subsequent lessons, and to student work.

15. Entry Analysis of the Videotape • How did your design and execution of this lesson affect the achievement of your instructional goals? • Your response might include—but is not limited to—such things as your anticipation and handling of student misconceptions, unexpected questions from students, particular questions or challenges you posed, or other teaching strategies you employed. Refer to specific interactions in the video recording that provide evidence of how your teaching supports student learning through discussion.

16. Entry Analysis of the Videotape • What interactions on the video recording show a student and/or students learning to reason and think scientifically and to communicate that reasoning and thinking? • Refer to specific interactions in the video recording and explain as specifically as possible.

17. Entry Analysis of the Videotape • How do interactions in the video recording illustrate your ability to help students explore and understand the scientific concept(s) being discussed? • Refer to specific interactions in the video recording and explain as specifically as possible.

18. Entry Analysis of the Videotape • Describe a specific example from this lesson as seen on the video recording that shows how you ensure fairness, equity, and access for students in your class.

19. Photo Identification Specifications • Each candidate is required to include a current government-issued form of photo identification (e.g., driver's license, passport). • You should photocopy your photo ID so that it is double its actual size - on most photocopiers by using 200% enlargement. • You will need one photocopy for each video recording entry you submit. • Include your Candidate ID number in the upper right corner of the photocopies you submit. • Be sure that your photo ID is clearly visible.

20. Set the Assessment Center Date • Call: The Prometric NBPTS Registration Center • US Candidates: 1-800-226-7958 • Hours: Monday - Friday: 8:00 am - 8:00 pm EST (excluding holidays) 

21. When and Where to Test • Assessment Center Testing Windows • 2006-2007 Candidates: July 1, 2006 - June 15, 2007 • Arkadelphia – 5308 Prometric Testing Center- Henderson State Univ • Fayetteville - 7553University of Arkansas • Fort Smith - 2801Prometric Testing Center • Jonesboro - 7521Arkansas State University • Little Rock - 5212Prometric Testing Center

22. Suggestions for Planning YourRetake Portfolio Entry • In order to raise your score, you need to give serious thought to the reasons your original portfolio entry did not meet the performance standard of 2.75. • Keep in mind that the assessment of your portfolio entry is based on the evidence you provide of your teaching practice, not the level of your students' performance.

23. Portfolio Instructions - Guidelines • Requirements for Your Retake • Portfolio Entry - The work you submit for your retake portfolio entry must be new. • Each retake portfolio entry is compared in its entirety to your corresponding original portfolio entry. If a retake portfolio entry is found to contain identical or amended versions of materials from an original portfolio entry, it will not be scored.

24. Classroom-based Retake Portfolio Entries • The Written Commentary, video recording, and/or student work samples that you submit must be new. • If you choose to use the same lesson for your retake portfolio entry – • submit a Written Commentary that contains analyses and reflections that are appreciably different and • a different video recording and/or student work samples

25. Documented Accomplishments Retake Portfolio Entries • The evidence that you submit for the area of accomplishment relating to your work with students' families and the community must be new, and it must come from the current year, i.e., the twelve months preceding your portfolio due date. • The Reflective Summary that you submit also must be new. • However, the evidence that you submit for the two areas of accomplishment that permit you to present documentation from the last five years may be resubmissions from your original entry. • If you choose to resubmit documentation, keep in mind that during scoring, assessors do not have access to the documentation in your original portfolio entry. • Therefore, you must submit new copies of the documentation that you previously submitted for this portfolio entry.

26. Peer Feedback • Read the analysis of the videotape for either entry 2 or 3. • Provide feedback, comments, questions focusing on the writing being clear, convincing and consistent.