National Board: Processes,

Procedures, and Products

ASTL 6325Mrs. Erin Shaw, NBCT

ECYA Library Media 2006

Schedule 9:00-9:45 Break 10:00-11:30 Lunch 12:30-2:00

Goals for today Introductions Course expectations NBPTS material & other resources Reflect on your strengths Commitment Architecture of a lesson Evidence – learn how to build a wall Introduction from portfolio instructions Contextual information Homework-Develop a Plan

Introductions

Who are you and where do you teach?

What do you know about certification?

Are you a candidate? If so, what area?

What do you hope to get from this course?

My Information

http://astl6325.wikispaces.com (webpage with syllabus and class dates/times)

shawe@greenbrierschools.org Cell # 501-581-3013

Course expectations Attendance Print: certificate standards, portfolio

instructions, and scoring guide from www.nbpts.org

Products: classroom activities, draft of portfolio entry #4, a final exam

Grading: 300 points (test, draft, activities)

NBPTS Resources http://www.nbpts.org/ http://www.arkansased.org/educators/reco

gnition/nbct.html

Think about What makes you an effective teacher? What can be used for evidence? When is the last time that you wrote about

a classroom lesson? Have you saved artifacts for the last five

years?

Writing Prompt Write a brief description of a teacher you

remember positively from your experience as a student

List the characteristics you believe made that teacher so effective

Good teachers… Focus on student learning Work towards higher levels of thinking Understand different needs of students Reflect for improvement Continue to learn Network with others And…

Are you ready? Is your practice in line with national

standards? Are you able to fulfill requirements for

your desired certificate? Are you confident in your knowledge of

your certificate content knowledge? Do you have artifacts as evidence for

accomplishments in family/community, learner, leader/collaborator?

Do you have the time (200-400 hours?)

Alternatives to the Certification Process: Just learn the standards Support candidates Become an Assessor Take One!

Good teachers are alreadyaccomplished; do not change

the way you teach to become

certified.

Write a paragraph

I am an effective teacher for my____ students because…

Einhorn, 2002

Enhanced Architecture of Accomplished Teaching

START HERE:

•ASSESSMENT OF STUDENTS

•Who are they?

•Where are they now?

•What do they need and

when do they need it?

•Where should I begin?

Set high, worthwhile goals appropriate for these students, at this time, in this setting

Implement instruction designed to attain these goals.

Evaluate student learning in light of the goals and the instruction.

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.

Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.

THE ARCHITECTURE OF ACCOMPLISHED TEACHING

What is underneath the surface?

Set new high and worthwhile goals that are appropriate for these students at this time.

Evaluate student learning in light of the goals and the instruction.

Set high, worthwhile goals appropriate for these students, at this time, in this setting.

Reflect on student learning, the effectiveness of the instructional design, particular concerns and issues.

Implement instruction designed to attain those goals.

Assessment of students: Who are they? Where are they now? What do they need and in what order? Where should I begin?

© National Board for Professional Teaching Standards, 2003. All rights reserved.

THE ARCHITECTURE OF ACCOMPLISHED TEACHING

What is underneath the surface?

Set new high and worthwhile goals that are appropriate for these students at this time.

Evaluate student learning in light of the goals and the instruction.

Set high, worthwhile goals appropriate for these students, at this time, in this setting.

Reflect on student learning, the effectiveness of the instructional design, particular concerns and issues.

Implement instruction designed to attain those goals.

Assessment of students: Who are they? Where are they now? What do they need and in what order? Where should I begin?

START HERE

Walls of Evidence

Build a strong wall of evidence that documents your teaching practice.

Portfolio introduction Note- instructions may vary by certificate. Introduction

Overview Guidelines

Use their language Read and re-read the standards Read professional literature

Homework Have a plan! –and- Read the Standards. Organizational Strategies Read Entry 4 and have accomplishment

ideas Questions?