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Mentoring Candidates for the National Board Process
Updated August 2009
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Icebreaker activity
Find your puzzle partner Introduce yourself with name,
certificate area, year of certification Read/discuss myth and truth Be ready to discuss with whole group
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Overview - Day 1
Coaching, Questioning & Facilitating
Writing for NBPTS
Mentoring for Documented Accomplishments
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Part 1 - Coaching/ Questioning/Facilitating
Self Assessment 5 Core Propositions Roles of a Good Mentor Working with Adult Learners Cognitive Coaching Socratic Questioning Architecture of Accomplished Teaching
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Connecting NBPTS Mentoring to the Five Core Propositions
5 Core Propositions of the National Board
Teachers are committed to students and their learning
know the subjects they teach and how to teach those subjects to students
are responsible for managing and monitoring student learning
think systematically about their practice
and learn from experience
are members of learning communities.
5 Core Propositions for Mentoring
Mentors are committed to mentees and their learning
know about the mentee’s content and pedagogy and know how to build the mentee’s capacity to improve
monitor the mentee’s learning
support mentee’s systematic reflection on learning
build learning communities among mentees and colleagues
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Roles of Mentors
In groups, brainstorm the roles of a NBPTS mentor. Record each role on a post-it note.
The 5 Core Mentoring Propositions have
been posted. Attach your post-it notes under the proposition to which it belongs.
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Qualities of a Good Mentor
Act as a process guide …this is NOT your work.
Know their role is to build the candidates’ independence.
Refer candidates to the 5 Core Propositions and the Standards
Encourage candidates.
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No Recipe Can Create an “NBCT”
Coaches are-- Non-Judgmental Honest Specific Constructive Probing Knowledgeable Available
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• Complete the Johari Window form.
• What are some unproductive
behaviors that could be set in
motion in you by a candidate’s
needs?
• What do you KNOW you can’t fix
for a candidate?
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Working With Adult Learners Read the chart comparing adult and
child learners.
You will be assigned a number from the chart -- place a quote in the bubble on the stick person handout that represents your difference.
See example on next page for help. It represents #8 from the chart.
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Facilitation Strategies
In groups, read and summarize assigned pages.
Move through charts in three round carousel.Round 1: Summarize ideasRound 2: What are some “do’s”Round 3: What are some “don’ts"
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Trainer VS Facilitator Gives information. Directs learning. Operates on outcomes.
Has timeframe.
Plans sequence.
Is cognitive. Designs a priori. Moves from known to
unknown.
Nurtures. Guides interaction. Operates on overarching
goals. Has an undetermined
timeframe. Has a repertoire to draw
from to plan. is intuitive. Designs in media res. Moves from unknown to
known.
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7 Universal Intellectual Standards
These must be applied to thinking if you are interested in checking the quality of reasoning about a problem, issue, or situation.
Design a poster for your assigned standard:* Definition* Example sentence* Guiding question
See example on wall for help.
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Cognitive Coaching States of Mind
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The Cognitive Coaching Model
Coach’s Teacher’ s
Student’ s
Strategies InnerThought
Processes
OvertInstructionalBehaviors
Greater Learning
Costa + Garmston
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“Trust is about the whole of a relationship; rapport is about the moment”
Art Costa and Robert Garmston
Building a Trusting Relationship: The Key to Coaching Success
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Behaviors That Build Trust:
Respect the confidentiality of your relationship
Recognize and respect your partner’s ideas, even
though you don’t agree with them.
Respond to his/her statements/questions to his/her
satisfaction before introducing another topic.
“Walk your talk”—deliver what you promise!
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Coaching Behaviors…
Modeling instruction and self-reflection
Sharing relevant experiences, examples and strategies
Opening new avenues by which partners can, through reflection and practice, take responsibility for improving their practice
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Socratic Questioning
The method of Socrates is a search for the underlying assumptions which may subconsciously shape one’s opinion, and to make them the subject of scrutiny, to determine their consistency with other beliefs.
The basic form is a series of questions formulated as tests of logic and fact intended to help a person or group discover their beliefs about some topic. This method is designed to help a person further their understanding of themselves and their practices.
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Socratic Questioning Strategies
Look at the guiding question you created for the last activity.
What kind of Socratic question did
you use?
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Architecture of Accomplished Teaching
Read your scenario and explore the Enhanced Architecture of Accomplished Teaching Diagram
Where is the scenario teacher on the diagram?
What should she/he do differently? What Socratic type question could
you ask to help the teacher?
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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
START HERE:
Your Students -Who are they?
Where are they now?
What do they need andwhen do they need it?
Where should I begin?
Set high, worthwhile goals appropriate for these students, at this time, in this setting.
Design and Implement instruction designed to attain these goals.
Evaluate student learning in light of the goals and the instruction.
Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals
Reflect on student learning, the effectiveness of instructional design,particular concerns and issues.
Set new high and worthwhile goals that are appropriate for these students at this time.
Einhorn 2006
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Part 2 - Writing for NBPTS
Ethics Review of Descriptive, Analytical &
Reflective Writing Complete the highlighting activity
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Ethics Related to Mentoring for Ethics Related to Mentoring for WritingWriting
Refer to “Ethical Issues in NBPTS” Refer to “Ethical Issues in NBPTS” (Guidelines for Ethical Candidate Support)(Guidelines for Ethical Candidate Support)
““The responsibility of developing and The responsibility of developing and completing the certification materials always completing the certification materials always rests with the candidate.”rests with the candidate.”
Mentors cannot share their own entries.Mentors cannot share their own entries. Candidates cannot falsify, copy or share Candidates cannot falsify, copy or share
information for use in portfolio entries.information for use in portfolio entries. Mentors are not assessors.Mentors are not assessors. Report violations to NBPTS (1-800-22TEACH)Report violations to NBPTS (1-800-22TEACH)
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Writing for the National Board Process
Descriptive
Analytical
Reflective
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Evidence: Accomplished vs. Lacking
Create the Socratic questions that would have guided this candidate from a lacking to an accomplished response.
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Writing Tools for Candidates
Instructional context
vs. contextual information Model of Instructional Context Sentence stems Adding value
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Part 3 - Mentoring for Documented Accomplishments
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Mentoring for Documented Accomplishments Overview
Ethics Related to Documented Accomplishments
Teacher as communicator with students family and community
Teacher as leader/collaborator Teacher as learner Tools for candidates
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Ethics Related to Documented Accomplishments
Refer to “Ethical Issues in NBPTS” (Guidelines for Ethical Candidate Support)
“Candidates alone are solely responsible for their certification materials”
Cannot “falsify or fabricate evidence” Report violations to 1-800-22TEACH
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Three “Lenses” for Viewing Professional Accomplishments
• Leader/collaborator
• Learner
• Communicator with family and community
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Tools for Candidates Breaking Down the Entry Practical Tips for Getting Started… Guidelines for Documented Accomplishments Guide for Collaborative Accomplishments How to Document Your Accomplishments Documented Accomplishments: Contributions to Student Learning Quantitative and Qualitative Evidence Checklist for Entry 4 Descriptions
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Responding to Candidate’s Writing
Look for ……1) Thorough description
2) Language of NBPTS standards
3) Significance evidence
4) Proof of student learning
Write Socratic questions that would guide the candidate.
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Closure & Reflection
Add comments to column 3 on the coach’s self-assessment form.
Complete 1 post-it note for each of the following: Burning Question Muddy Idea Best Idea
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Overview - Day 2
De-briefEthical IssuesMentoring for Video AnalysisMentoring for Student Work AnalysisMentoring for Assessment Center Exercises
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Part 4: Importance of Ethics
Signed agreement You may not show candidates your portfolio
entries. You may not tell candidates questions you
observed on the assessment center test. Watch what you say…when in doubt contact
NBRC or 1-800-22-TEACH for help/advice.
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Role Play - Ethics Scenarios
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Part 5: Mentoring for Video Analysis
NBCTs will be able to: Identify facilitation strategies to
analyze videotapes. Identify the connection between
rubric, standards and evidence. Identify strategies to examine
written commentaries and videotapes for evidence of the rubric and standards.
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Videotape Quiz
So how much do you know… Take the quiz to find out!
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Process for Video Analysis
Review the “Strategies for Groups to View Videotapes”
Whole group Video Viewing Exercise
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Tools for Candidates
Video notes Breaking Down the Entry Scoring guide analysis Tools for gathering evidence Reflection
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Part 6 - Mentoring for Student Work Analysis
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Guiding Candidates through the Architecture of Accomplished Teaching
Food for Thought Context of a Student Aligning Instruction and Assessment to
Goals Evidence of Student Learning Providing Feedback
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Providing Feedback to Candidates for Analysis of Student Work
Read the portfolio instructions and scoring guide for the sample portfolio entry.
Create Socratic questions to guide the candidate.
Discuss your results with a partner.
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Part 7 - Mentoring for Assessment Center Exercises
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Mentoring for Assessment Center Exercises Overview
Ethical Considerations Mentor Roles for Assessment Center
Preparation Working Agenda Resources See NBRC website:
http://www.coe.ilstu.edu/ilnbpts
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Ethical Considerations for Assessment Center Mentoring
Assessment Center Confidentiality Statement
Cautions for Candidates
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Assessment Center KWL for Mentors
Individually, respond to the wall chart “What Do We Already Know?” using 1 or 2 yellow post-its (1 idea per post-it).
Individually, respond to the wall chart “What Do We Need to Find Out” using 1 or 2 blue post-its (1 idea per post-it).
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Brainstorm… 1. How is writing for assessment center exercises different from portfolio writing?
2. How can you help candidates prepare?
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Assessment Center Working Agenda Review Use internet access to pull up agenda
and show NBCTs where to find it.
Briefly review the assessment center working agendas.
Read directions and discuss how the prompts are derived from the exercise description and rubric.
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Assessment Center Resources
Assessment Center KWR
A CIA HEART
Helpful Hints for Candidates…
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Assessment Center Resources
www.pearsonvue.com/nbpts Online schedule Assessment center tour Assessment Center Tutorial
http://edtech.kennesaw.edu/intech/javatimer/javatimer.html
-assessment center tutorial with timer
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Time to reflect & wrap-up
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A facilitator is “one who gets others to understand the task(s) and then motivates them to do the work.”
Chicago Public Schools,
Facilitators’ Resource Guide
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Reflect on this Training
What worked? What do you need? Other comments?