Copyright VCU Center for Teacher Leadership Welcome National Board Candidates Welcome National...

Copyright VCU Center for Teacher Leadership

Welcome National Welcome National Board Candidates Board Candidates

Sign in. Pick up your name tag and a

playing card. Find the table that matches your

playing card. Place a copy of your homework in

the appropriate area.

October 20: Videotaping October 20: Videotaping WorkshopWorkshop

Revisiting our Professional Norms Feedback on Homework Discussing My Feedback Video Viewing

LUNCH Video Tips and Questions Preparing for Analysis of Student Work November Homework Wrap Up/Burning Questions


Revisiting our Revisiting our Professional NormsProfessional Norms


Today’s NBCT Today’s NBCT FacilitatorsFacilitators

Christy Ellis, AYA/ELA, Chesterfield

Yvonne Marion, Library Media, Richmond

Kim Dye, MC/Gen, Hanover

Susan Ramsey, AYA/Science, Henrico


Feedback from Feedback from SeptemberSeptember


Writing RemindersWriting Reminders Description

This is called for when the prompt uses verbs like state, list, describe or what.

Be accurate, precise in your enumeration/ explanation.

Provide clear logical ordering of what you are describing, whether it is an event, person, concept or strategy.

Include all of the supporting features or elements to allow the reader to see what you are describing.


Writing RemindersWriting Reminders Analysis

This is called for when a prompt asks how, why or in what way(s).

You are to interpret and examine why the things described are the way they are.

You are showing the thought processes you go through to arrive at the conclusions about a teaching situation.

You are demonstrating the significance of the evidence you submit.

The subject of your analysis should be available to the reader (student work, videotape) or give a clear description.


Writing ReminderWriting Reminderss Reflection

This is a thought process that occurs after a teaching situation. You might see verbs like improve, change, re-teach, build upon.

Reflection and analysis overlap somewhat. Reflection is based on the analysis of student response to the

instruction. You are considering the success of your lessons, what you would do

differently, what would come next, and providing evidence/reasons for your conclusions.

Do not skimp on your reflection! Reflect on all aspects of the lesson, and use all the space allowed. Make your personal thoughts visible to assessors.


Writing Pitfalls to Writing Pitfalls to AvoidAvoid

Getting on your “soapbox” to express your personal philosophies, positive or negative, about education and/or the students you teach. Do not explain how your students cannot learn due to social, economic or other factors, but show how you are an accomplished teacher, and provide the best learning experience you can for your students.

Being a philosopher, writing of your educational beliefs, such as “ What all children need to learn is. . .” or “Education today . . .” Assessors want to see how you produce learning in your students.

More Pitfalls to AvoidMore Pitfalls to Avoid Being the “Invisible Teacher” in your Written Commentary.

Show that you are in control of what happens in your classroom, that what happens there is purposeful. Write “I assigned the students to groups of four, paying attention to diversity….” or “I told the groups to brainstorm….” Avoid passive tense. “The students were seated in groups…” and “They brainstormed…..” or “We decided…”

Assuming the assessors know what you are thinking. You must consciously explain and analyze your decision-making and reasoning. Do not assume that “everyone does this,” and remember to be thorough in explaining in detail why you do what you do.


Don’t forget the Don’t forget the Standards that MUST Standards that MUST BE MET!BE MET! There are specific STANDARDS for

each entry. Can you connect STANDARDS to

specific sections/questions in the Written Commentary?


Preparing to Give Preparing to Give FeedbackFeedback

Evidence Descriptive Not subject to

debate (unambiguous)

Free from value judgments

Objective Observable

Opinion Inferential Draws conclusions Subjective May include value

judgments May be based upon

personal judgments or estimations


Evidence vs. OpinionEvidence vs. Opinion The students were excited. The class was out of control. Pacing of the lesson was too slow. The teacher began the lesson 20

minutes after the bell rang to begin class.

My students understood the lesson. Most students were on task in the

video.

Lauren’s response to each of the two writing assignments shows insight and depth to her writing.

In essay #1, Ashley demonstrated limited success in using evidence to prove her understanding of the importance of the development of agriculture.

She made statements like “. . .by making things much easier,” “. . .in a lot of different ways,” and “. . .had more things they could get done.” None of these statements were followed by specific examples. In essay #2, she cited more evidence from the unit and demonstrated that she could back up a statement with learned facts. For example, she wrote “. . .code of law was unfair he had a lot of consequences.” And “. . .10 commandments, which Moses got from God and that would help Jews be safe if they followed them.” These specifics showed that she had both learned something from the lesson and also knew how to apply it to help prove the thesis.


Divide your table in half with no more than 3 in a group.

Pass your homework paper to the right for your colleague to read. You will be provided 30 minutes to read silently the papers for two colleagues.

Provide feedback to your colleagues by making comments or raising questions directly on the homework assignment.

Feedback on Feedback on HomeworkHomework


Discuss the feedback you received from your colleagues.

Take turns so that each candidate gets no more than 10 minutes. Chimes will ring when it’s time to switch to the next candidate.

Discussing Feedback Discussing Feedback on Your Homeworkon Your Homework


Insights?Insights?


BREAK!BREAK!


Analyzing a Video: One Analyzing a Video: One Approach Approach

Find a quiet place and bring a tape recorder.

First watch the video in its entirety. Your objective is to decide if there is a segment that is usable or if the entire clip needs to be abandoned.

When you’ve found the segment that you want to use, watch it 4 different times. Focus: Your teaching Focus: Student/teacher interaction Focus: Dialogue (Use tape recorder.) Focus: Standards


Video View Video View FormForm Your Teaching

The focus is pedagogy and content knowledge. Don’t take anything for granted. Why do you walk around the room? Why did you use a handout/chalkboard/overhead projector?

Interaction How do you interact with the students? How do they

interact with one another? Consider body language and facial expressions.

Dialogue Listen intently to what you say and what the students

say. Find a connection to your goals/objectives and that of the entry in general.

Standards Note the standard(s) being met as a result of your

teaching, interaction and dialogue.


Video Viewing Video Viewing ActivityActivity

Within your group, each of you will briefly explain your teaching context and the nature of your entry.

Show no more than 3-5 minutes of your video. Colleagues will provide feedback based on the

focus areas we’ve discussed. Take notes on the feedback you receive on

the form provided.


Video Viewing Video Viewing GroupsGroups

DVD Format

VHS Format


VHS Room VHS Room AssignmentsAssignments

Group 1 – Room 201

Group 2 – Room 201 Annex

Group 3 – Room

Group 4 – Room

Group 5 – Room


Lunch!Lunch!We’ll sit in certificate We’ll sit in certificate

areas after lunch.areas after lunch.


Advice from the Advice from the Experts on VideotapingExperts on Videotaping

C o p yrigh t V C U N a tio na l B oard C and ida te Supp ort P rogram

T he B ridge B e tw een the V ideo taped L esson and the W ritten C om m entary is y ou r C arefu l A na lysis o f the V ideo

T he V ideo tape

C are fu l, M e ticu lous

A na lysis o f the L e sson

T he W ritten C om m enta ry


PLEASE

HAVE

SOMEONE ELSE

ANALYZE

YOUR VIDEOTAPE.

THEY MAY SEE SOMETHING

YOU DON’T.

Important!Important!


Remember: You are Remember: You are the Standards!the Standards!

The standards are what you do in your classroom. The videotape and the writing serve as the evidence.


???Videotaping ???Videotaping Questions???Questions???


Preparing for Analysis Preparing for Analysis of Student Work of Student Work

WorkshopWorkshop Take out your completed “Breaking Down the

Entry” form for Entry 1. With your colleagues (1) confirm that you

have a shared understanding of the requirements for the entry and (2) determine which standards are addressed by this entry. Record the standards on your form.

Using the Discussion Protocol form, discuss with colleagues the kind of student work you plan to use to meet the Entry 1 requirements.


BREAK!BREAK!


Analysis of Student Analysis of Student WorkWork

At your table, use the Sample Analysis of Student Work to sort the student work samples into four categories.

Select a case study student in each column.

Describe the performance of each of the case study students.

If time permits, begin working on the rest of the form.


Insights?Insights?

Homework Due by Homework Due by November 17November 17

Read the “Analysis Practice and Activities” in the “Get Started” section of your portfolio instructions. Use a highlighter and/or post-it notes, to identify critical information you need to remember about Entry 1.

Complete the Analysis of Student Work (ASW) form for a classroom set of student work samples. Select student work that you think you may use for Entry 1. Bring both the ASW sheet and 5 copies of the case study student work samples with you to the November 17 workshop.

To prepare for the Documented Accomplishment Entry, complete one of the two attached forms.


Assessing our Professional Assessing our Professional NormsNorms

How are we doing?


Assessing the Videotaping Assessing the Videotaping WorkshopWorkshop

What worked? What didn’t?

Burning Questions?Burning Questions?

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