Foundations Part 1:

Standards at the Center

• Maintain High and Rigorous Standards • Certifies teachers who meet those Standards• Supports efforts for Accomplished Teachers to lead

their profession

Mission of National Board:National Board for Professional Teaching Standards

Is a process “by teachers, for teachers”

7,339 NBCTs1646 candidates

Base Bonus, Challenging Schools Bonus, Conditional Loan

WEA Jump Start; WEA Home Stretch

OSPI Facilitator TrainingCSTP NBCT Leadership

Washington Strong!

Know your WA State Teaching Certificate!

• PESB News: Rule change – aligns National Board with Pro Teach reissuance

criterion

• Teachers are responsible for maintaining their own certificate– Contact cert@k12.wa.us with questions

• Be ready with certificate number and specific question about your certification.

Purpose of NBPTS: • Positively impact student learning

Principles of NBPTS:• National Board Standards • Five Core Propositions• Architecture of Accomplished Teaching • Performance-based, peer-review model

Why National Board?

Goals

• Potential candidates will understand:– NBPTS Core Propositions and the architecture of

accomplished teaching– Components of the NBPTS process and choices to

be made along the way– Three kinds of writing and thinking required– Resources available to Washington State

candidates

FACILITATORS – NOTE:

• The next slide is a suggested icebreaker activity. The suggested one uses fortune cookies, which are fun and you can get at the store for cheap.

Other ideas?• Survival Cards? Postcards? 2 truths and a lie?

What’s your fortune?

Choose a fortune cookie and read your fortune

• Who are you?• Where do you teach?• What certificate are you thinking of pursuing?• How does your fortune connect to your

current life/context/work/dreams?

5 Core PropositionsThe Heart of the NB Process:

• Divide into pairs• Read the 5 Core Propositions and agree on

one word that demonstrates the “essence” of each of the Core Propositions

• Share your word and reflection/discussion• Record other’s words

Architecture of Teaching

Step 1: Know Students and Subject Area

Step 1: Know Students and Subject Area• Who are my students?• Where are they now?• What do they need?• In what order do they need it?• Where should I begin?

The Architecture of Accomplished Teaching

Step 2: Set Learning GoalsThe Architecture of Accomplished Teaching

Step 2: Set Learning GoalsSet high, worthwhile goalsappropriate for your students,at this time, in this setting.

Step 1: Know Students and Subject Area

Step 3: Implement Instructionto Achieve Goals

The Architecture of Accomplished Teaching

Step 2: Set Learning Goals

Step 3: Implement Instruction to Achieve Goals

• What instructional strategies would be most effective for meeting goals?

• What materials, people, or places can I use to enhance student learning?

• How can I vary the learning experiences and teaching strategies to meet the needs of learners?

Step 1: Know Students and Subject Area

Step 4: Evaluate Student Learning

The Architecture of Accomplished Teaching

Step 2: Set Learning Goals

Step 3: Implement Instruction to Achieve Goals

Step 4: EvaluateStudent LearningFollowing instruction, evaluate student learning to see if goals were met.

Step 1: Know Students and Subject Area

Step 5: Reflect on Teaching Practice

The Architecture of Accomplished Teaching

Step 2: Set Learning Goals

Step 3: Implement Instruction to Achieve Goals

Step 4: EvaluateStudent Learning

Step 5: Reflect onTeaching Practice• What would I do differently? • What are my next steps?

Step 1: Know Students and Subject Area

Step 6: Set New Learning Goals

The Architecture of Accomplished Teaching

Step 2: Set Learning Goals

Step 3: Implement Instruction to Achieve Goals

Step 4: EvaluateStudent Learning

Step 5: Reflect onTeaching Practice

Step 6: Set New Learning GoalsBased on your evalua-tion of student learning, set appropriate goals for your students.

Step 1: Know Students and Subject Area

Architecture of Accomplished Teaching

FACILITATORS – NOTE:

• The next slide requires close reading activities. You may have a close reading/marking the text protocol that is typically used in your district. Use it!

• Be sure to send out the download the instructions to your cohort 2 weeks before presenting.

• Potential resources: Avid? ELL strategies? AP?

Standards

• Get out your standards and determine your close reading strategy.

• How many standards does your certificate area have? Show of hands!

Reflection within the standards

Flip and Skim: • Tab every page that has a REFLECTION heading

in bold.• Read through the REFLECTION section using the

close reading strategy• Make margin notes about potential places that

you can show evidence of student learning + and places where you need to do additional work -

Knowledge of Students within the Standards

• Read through the “Knowledge of Students” standards using the same close reading protocol as during “Reflection”

• Make notes in the margin about potential places you can show evidence of student learning + and places you need to do additional work to meet the standard

Reflection about Standards

• I used to think ________ about NBPTS Standards but now I think _______ about NBPTS Standards because….

• Share with partners to your left and to your right

Website Exploration

• Using a 3x5 card…• Write down three questions you still have

about the NBPTS process• Go to www.BoardCertifiedTeachers.org; try to

find answers to your questions and record to share out.

• Still have questions that you didn’t get answered? Discuss…

Here we go!

Foundations Part 2

Processes and Timelines:How Does This Work?

4 ComponentsComponent Name Evidence

1 Content Knowledge Assessment Center

2 Differentiation in Instruction Student Work

3 Teaching Practice and Learning Environment Video

4 Effective and Reflective Practitioner TBD

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• Rollout over the course of three cycles:

How will it roll-out?

C1: Content Knowledge**

C2: Differentiation in Instruction

C1: Content Knowledge

C2: Differentiation in Instruction

C1: Content Knowledge

C2: Differentiation in Instruction

C3: Teaching Practice and Learning Environment

C4: Effective and Reflective

Practitioner

C3: Teaching Practice and Learning Environment

2014-15* 2015-16 2016-17

CTE not available until 2015World Language and Music Component 2 in 2014; Component 1 not available until 2015

Deadlines

• Start with any component(s)

– Registration deadline December 31

– Pay NBPTS fees by February 28

– Component submission date: May 16

– Content Knowledge Assessment window:

Flexible Timeline

Start Date

Complete Date

Complete Date

Complete Date

Start 2014

2017 NA NA

Start 2015

2017 2018 NA

Start 2016

2017 2018 2019

Start after 2016

In one year

In two years

In three years

CostsTo NBPTS• $75 each year (cycle

enrollment fee)• $475 per component

Cohort Support Fees• Check with your cohort

support provider for information.

OSPI Conditional Loan

You pay:$75 yearly enrollment fee$475 first component

OSPI Loan:Pays component fees for

2nd, 3rd and 4th components: $1425

To qualify for the loan:• Apply per the timeline• Participate in an OSPI

Approved Support Cohort• Pay cohort fees per cohort

timeline• Pay first component in full

to NB• Complete “Foundations”

through cohort or Jump Start.

• Assess content knowledge in your cert area

• Address entire age range, not just the grade you teach

• Held in a testing center• Timed responses• Computer context requires practice

Content Knowledge:Component 1 Overview

45 Selected Response Items (SRI)– Multiple choice response to text excerpts– 60 minutes

• Three Constructed Response Items (CRI)– Longer responses to a teaching scenario– 3 items, each 30 minutes 90 minutes total

Component 1 has two parts:

Content Knowledge Assessment window is March 2 – June 15, 2014.

Plan ahead!

• WA–Seattle–Renton–Yakima–Kennewick–Spokane

• OR–Beaverton–Salem–Medford

• ID–Boise

Pearson Testing Centers

• Read the NBPTS standards carefully for clues• Consider your expertise in grades you have not taught• Find help– Experts in your building/district– Recently-published texts or curriculum guides– Washington state curriculum standards in your content

area– Textbooks about teaching– Websites

Preparation Strategies

Differentiation in Instruction:Component 2 Overview

• Written commentary of 10 to 14 pages• Analysis of student learning• How does your feedback impact EACH

student’s learning?• Goal setting is key• Work for this component follows the

Architecture of Accomplished Teaching structure

Teaching Practice and Learning Environment:

Component 3 Overview• Video Entry (specifics are not yet defined)• 10 to 14 page Written Commentary• Description, analysis and reflection of teaching

practice– Engagement strategies– Scaffolded and logical learning sequence– Evidence of student learning ON VIDEO

Effective and Reflective Practitioner:Component 4 Overview

• This component has not yet been defined• We don’t know what kind of evidence will be

required• In the past, this component must show how a

teacher’s work beyond the classroom impacts student learning within the classroom

Mapping Your Own Journey

• What makes sense for– your professional life?– Your family– Your finances

– Your sanity?

Timelines• Start with any component(s)

– Registration deadline December 31*

– Pay NBPTS fees by February 28*

– Student Work Component submission date is May 16

– Content Knowledge Assessment window is March 2 – June 15,

2014

*Conditional loan recipients are required to meet the registration/payment

timeline according to the loan

Questions?

Foundations Part 3:

Three Ways of Thinking and Writing about Teaching

3 Kinds of Writing

• Description, Analysis, and Reflection

Prompt 1

• Describe a concept, specific strategy, and/or activity that you have used with students. Provide sufficient detail for someone else to understand the approach you used.

Description

• Describes what you know and observe about your students

• Gives background information for what you do in the classroom and why you do it

Descriptive Writing Qualities

• Accurate and clear explanation• Clear and logical order of the elements or

features of the event, person, concept, or strategy described

• Precise, supporting evidence that would allow an outsider to “see” whatever is described

Prompt 2

• How effective was the strategy, activity, or concept development in exercise 1?

• What evidence to you have to support this claim?

Analysis• Deals with reasons, motives, evidence, and

interpretations

• Not “I wish” or “I feel”

• The focus of the writing is not on what happened but rather why it happened

• Back up your conclusions with with evidence or examples that make your point clear to the assessor

Analytic Writing Qualities

• To explain why a particular teaching strategy was successful

• To develop a rationale

• To explain what a student’s performance suggests about your teaching

Analytic Writing

• Did you find writing this exercise harder or easier than the descriptive one?

• Was it easy or difficult to find evidence?

Prompt 3

• What changes might you make and why?

Reflection• Consideration of practice--what is your next

move?

• The subject of the reflection should be available to the reader

• Focus is on why something happened and how it will effect your future instruction

Resources

• Scoring Guide• Directions• NB Glossary of Terms• www.boardcertifiedteacher.org

Technology

• Technology assistance available through our district includes:– …

Ethics• As your facilitator I:– facilitate your journey, not direct it– provide support that is fair, objective, equitable, and respects

confidentiality– stress that all work submitted must be the candidate’s own– ask probing and/or clarifying questions.– encourage deep analysis and reflection based on evidence

collected in the classroom– respect many teaching styles as representations of

accomplished teaching, and will not show my own videos and papers as exemplars

– give feedback, never estimated scores– help candidates find resources and comply with assessment

procedures.

Cohort Purpose

– Builds a sense of community– Increases collaboration time– Provides additional opportunities for feedback– Allows for certificate specific conversations– More likely to lead to success

Cohort Make-up• Component 1 will be supported:– Date– Time– Location– Cost

• Component 2 will be supported:– Date– Time– Location– Cost

Questions?