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. 1
National Board Cohort Meeting Three Coaching Questions/ Cite Evidence What specific approaches, strategies, techniques, or activities did you use to promote active student engagement? How did you establish a safe, fair, equitable, and challenging learning
environment for all students? How did you monitor and assess student progress during the lesson and how did this influence your instructional decision making? What was the overall goal for the lesson? To what extent was the lesson successful in reaching this goal? What were your next steps with students? How was this lesson influenced by past experiences with these students? What would you do differently? 3
Checking in 4 Component Three: Teaching Practice and
Learning Environment Essential Questions What are the general expectations for Component 3? What types of writing should I use in this Component? How can I use the National Board Standards and the Scoring Rubric to guide my work in Component 3?
How can I best plan and complete the written commentaries for my videotapes? 6 Overview Teaching Practice and Learning Environment captures details about your instructional planning, direct evidence of your practice from two video
recordings and instructional materials, and your analysis of and reflection on your teaching as displayed in two video recordings. You will be evaluated on the demonstrated evidence of your practice and analysis as it relates to instruction, student engagement, and the learning environment. This portfolio entry and the rubric used to assess your submission are aligned with the Five Core Propositions and the certificate area Standards. NBPTS. (2016). Component At-A-Glance.
CERRA NB Toolkit National Board for Professional Teaching Standards Considerations for all Certificate Areas All candidates will submit an Introduction to the Entry form, a Context Sheet, two videos, instructional materials, and a written commentary.
Candidates must demonstrate an ability to set instructional goals, knowledge around a breadth of content and pedagogy, and strategies for student engagement. Candidates must obtain a release form signed by the parent of any child who will appear in the videos for Component 3. Component 3 must be submitted through ePortfolio during the established submission window.
Component 3 Specifics Component 3 includes: Brief overview of content for the overall submission Two 10-15 minute videos Instructional Context Sheet Description of instructional planning for the lessons Commentary for each video including analysis and reflection on your teaching practice
decisions about pedagogy (before, during, and after the lesson) impact on student learning Class Composition Age and content parameters for the certificate area (51% of students) Rostered class (Exceptions for Music and Exceptional Needs) Do not supplement your class Candidates may borrow a class
Not Scorable (NS) Time Period Evidence collection may occur up to 12 months prior to the ePortfolio submission window. Variety of Evidence Evidence for Components 2 and 4 and one of the video
recordings for Component 3: may be from the same unit of instruction must be from different lessons with unique goals and objectives Certificate Specifics Candidates should refer to the Portfolio Instructions and Scoring Rubric for specifics related to:
the focus for your lessons;
the standards measured by Component 3; page counts and formatting specifications; the prompts for the written commentary; the required forms; and the certificate specific scoring rubric. Rationale It is always important to know where we are going
before we begin a journey. National Board provides information about what is expected of candidates. Putting all of that information into one document will help you focus your work. Planning for Component 3 Review the What do I Need to Submit? and
the Selecting a Lesson for Each Video portion of your portfolio instructions. Summarize this information in 3-4 sentences. Planning for Component 3 Which National Board Standards are measured by Component 3?
How can you use the standards to plan your lessons? They judiciously select the appropriate tool for a given purpose based on a deep understanding of child development, their observations of specific children, and knowledge of the data that the assessment generates. Teachers know when to employ standardized assessments and when to use performance-based assessments. They understand the differences between formative and summative assessments and know when to employ each type. They use pre-assessments to determine a childs baseline knowledge or developmental level and post-assessments
to determine whether a child has met a desired goal. Accomplished teachers collect samples of childrens learning and development over time with tools such as anecdotal records and portfolios. They may use conversations as a way to gain invaluable information from a child or parent. They know how to develop meaningful and comprehensive checklists to observe specific skills, and they employ rubrics that clearly and comprehensively reflect the criteria for evaluating a specific task. Accomplished teachers ensure that assessments validly assess the skills they purport to measure; for example, a mathematics assessment may require a child to identify or draw shapes rather than merely asking questions about shapes. Accomplished teachers employ multiple assessments to discover valuable information about the whole child and to define and prioritize teaching, learning, and developmental goals.
Standard V, Assessing Childrens Development and Learning Early Childhood Generalist Scoring Rubric The NB rubrics are: both certificate and component specific based on four-levels Level 4 performance clear, consistent, and convincing evidence
Level 3 performance clear evidence Level 2 performance limited evidence Level 1 performance little or no evidence Your Teaching Should Be Portrayed Clearly Consistently Convincingly
Component 3 leads the assessor through your decision-making processes so carefully that he/she is not surprised by a decision, recommendation, or conclusion you make about your students, your curriculum, or yourself. Planning for Component 3 The Level 4 performance provides clear, consistent, and convincing evidence.
What havent we considered? Instructional Context Sheet 1. Briefly identify the type of school/program in which you teach and the grade/subject configuration (single grade, departmentalized, interdisciplinary teams, etc.). 2. Briefly identify. Grades: [ ] Age Levels: [ ] Number of Students Taught Daily: [ ]
Average Number of Students in Each Class: [ ] Courses: [ ] 3. Describe the social and physical context that influenced your instructional choices (available resources such as technology, scheduling of classes, room allocation own or shared spaceetc.). Instructional Context Sheet 4. Identify state and/or district mandates you must adhere to that influenced your instruction.
5. Identify the number, ages, and grades of students in the class featured in this video and the subject matter of the class. 6. Describe the relevant characteristics of this class that influenced your instructional planning, format, and strategies for this lesson (e.g., ethnic, cultural, and linguistic diversity; the range of abilities of the students; the cognitive, social/behavioral, attentional, sensory, and/or physical challenges of students with exceptional needs; the personality of the class).
Homework, Preparation, and Advice Collect Release Forms Start videotaping Collect student data Complete the Instructional Context Sheet Decide on potential lessons
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