Component 2 Differentiation in Instruction Session 2 Architecture

Component 2: Differentiation in Instruction Session 2 Architecture of Accomplished Teaching & Evidence Based Teaching Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 1

Welcome S Be sure to sign in S Please log on to your National Board Profile to monitor your current status S Give examples of what you learned about your students since our last cohort session Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 2

Overview of Session 2 § Core Proposition 1 – Teachers Are Committed to Students & Their Learning § Knowledge of Students Standard (Certificate Specific) § Examining Core Propositions 2 -5 § Architecture of Accomplished Teaching § Evidence Based Teaching § Component 2 Portfolio Entry Expectations Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 3

Topic 1: Core Propositions Core Proposition #1 & Knowledge of Students Purpose: Connect / share information from What Teachers Should Know and Be Able to Do to examples from candidate practice • All Certificates are based on the 5 Core Propositions • Each certificate area has a “Knowledge of Students” Standard Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. . 4

Core Proposition #1 – Teachers Are Committed to Students & Their Learning Ø Talk with a partner about what you learned about your students as you completed the Core Proposition #1 Note Taking Guide Ø Describe the range of abilities in your class to your partner Ø Be sure to prompt your partner to ask questions to clarify the information presented Ø Describe how you learn about your students’ cultural, ethnic and/or linguistic backgrounds Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 5

Topic 2: Certificate Specific Knowledge of Students Standards Purpose: Connect the 5 Core Propositions To The Standards • All Certificates are based on the 5 Core Propositions • Each certificate area has a “Knowledge of Students” Standard Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. . 6

Reading Your Knowledge of Students Standard Statement — succinct statement of one vital aspect of the practice of the accomplished teaching in this certificate area Ø observable teacher actions Ø impact on students § Elaboration - provides context for standard, explains what teachers need to know, value, & do to fulfill the standard § Examples - illustrate accomplished practice & demonstrate how decisions integrate various individual considerations & cut across the standard document Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 7

How do the Core Propositions Connect with My Certificate Area? S Locate your “Knowledge of Students” Standard specific to your certificate area S A returning candidate may “unpack” their Knowledge of Students Standard to describe what accomplished teaching in their certificate area looks like S What do you already do that is described in this standard? Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. . 8

Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 9

Topic 3: Examining Core Propositions 2 - 5 Purpose: Explore examples of 5 Core Propositions from my teaching practice Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 10

Examining Core Propositions 2 -5 § Carousel Activity - you’ll have a chance to share specific examples of how you demonstrate each Core Proposition § Candidates will divide up cohort into at least 4 groups or pairs o spend 3 -5 minutes summarizing the core proposition o discuss & record ways in which you demonstrate each proposition 11 Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved.

Topic 4: Architecture of Accomplished Teaching Purpose: Explain the AAT Represents the relationship between: • 5 Core Propositions • NBPTS Standards • Accomplished teaching practice Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved. . 12

Using the AAT when a member of a cohort or PLC: 4 a, 4 d, 4 e, 4 f Enhanced Architecture of Accomplished Teaching START HERE: Domain 1 – Planning & Preparation ASSESSMENT OF STUDENTS 1 b – Knowledge of Students 1 f – Designing Student Assessment • Who are they? • Where are they now? • What do they need & when do they need it? • Where should I begin? Set new high and worthwhile goals that are appropriate for these students at this time. Domain 1 – Planning & Preparation 1 a, 1 b, 1 c, 1 d, 1 e Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. Domain 4 – 4 a Reflecting on Teaching Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals. Domain 3 – Instruction 3 a, 3 b, 3 c, 3 d, 3 e Domain 1 – Planning & Preparation 1 a, 1 b, 1 c, 1 d, 1 e Set high, worthwhile goals appropriate for these students, at this time, in this setting. Implement instruction designed to attain these goals. Domain 2 – Classroom Environment – 2 a, 2 b, 2 c, 2 d Domain 3 – Instruction – 3 a, 3 b, 3 d, 3 e Evaluate student learning in light of the goals and the instruction. Domain 1 – Planning & Preparation – 1 d Domain 3 – Instruction – 3 d Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved.

Copyright © 2016 National Board Resource 14 Center at Illinois State University. All rights reserved. .

Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 15

Topic 5: Evidence Based Teaching Purpose: • Determine & elaborate on how to use evidence to inform teaching practice • Determine the difference between analyzing and evaluating Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 16

What Is Evidence Based Teaching? S Define Evidence - Based Teaching S Give Examples of classroom evidence you already collect Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 17

Evidence Based Teaching: A Way of Structuring Classroom Planning & Instruction Teachers continuously collect, interpret & use evidence of student learning Leading to appropriate decisions to guide further instruction Goal of Evidence Based Teaching Is to Design Learning Experiences: That set high, worthwhile meaningful learning goals that meet individual needs That align with state/district learning standards & NBPTS standards for accomplished teaching That empower all students to effectively demonstrate what they have learned Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. . 18

One Way Of Looking At Differentiated Instruction www. teacherweb. com Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. . 19

Evidence as Described by Danielson Conversations about teaching must be grounded in actual events, actions or statements, in artifacts or in decisions a teacher has made. Types of Evidence Ø Observation o Verbatim scripting of teacher or student comments o Non-evaluative statements of observed teacher or student behavior o An observed aspect of the environment Ø Conversation Ø Artifacts Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. . 20

Examples of Evidence & Artifacts may include but not limited to: § Domain 1: Planning and Preparation ü Discipline plan ü Grade plan/grade book ü Lesson plans ü Long range plans ü Substitute plan Source: Danielson Group Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 21

Examples of Evidence & Artifacts of each of the 4 domains may include but are not limited to: § Domain 2: Classroom Environment ü Affective domain (incentive, rewards, projects) ü Bulletin board (instructional, guidance, ü ü ü ü celebration) Class rules/routines Cooperative learning Group building strategies Homework plan Management form Physical layout (rationale) Seating arrangement (rationale) Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 22

Examples of Evidence & Artifacts may include but not limited to: § Domain 3: Instructional ü ü ü Curriculum integration efforts Extension/enrichment activities Flexible grouping plans Homework assignments and guides Instructional sequencing Literature/book lists Modifications/differentiations for special needs Review/reinforcement activities Student work samples Technology links Units of study/thematic units Video of instruction Source: Danielson Group Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 23

Examples of Evidence & Artifacts may include but not limited to: § Domain 4: Professional Responsibilities ü Accomplishments (goals, recognition, awards) ü Course work, conferences, workshops, presentations, ü ü ü meetings Parent communication (syllabus, notes, letters, surveys, forms, feedback) Personal reflective journal Professional involvement (committees, organizations, community projects) Professional learning communities Research to practice (professional readings, journals) Teach/grade level meeting notes Source: Danielson Group Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 24

Analysis vs. Evaluation § Analyzing is non-judgmental. You’re looking at the facts and evidence to understand the situation § Evaluating is the conclusion after going through the analysis part § Our work in examining assessment information & student work is centered completely around the thinking process of analyzing practice based upon certificate specific standards § The Architecture of Accomplished Teaching will help you ask each other questions to prompt for analyzing & giving specific evidence. Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 25

Topic 6: Revisiting Component 2 Portfolio Entry • Examine parts of the entry to locate the Written Commentary questions • Take notes on what the entry asks you to do • Plan for completing the Contextual Information Sheet Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. . 26

Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved. . 27

Component 2 28 Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved. .

Standards Measured in this Certificate Area 29 Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved. .

30 Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved. .

Component 2 Instructions: Section Titles Vary By Certificate You may only have 3 sections to your entry or as many as 7 or 8 sections Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved. . 31

Instructional Context Questions 32

Planning Instruction Questions Analysis of Instruction Questions Assessment Questions Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 33

Reflection Questions Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 34

Contextual Information Sheet Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 35

Questions About Your Entry? Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 36

Closure S 5 Core Propositions: What am I already doing to demonstrate the Core Propositions? What else can I be doing? S Knowledge of Students Standard: How does what I know about my students influence my practice? How can I learn more about my students? S Architecture of Accomplished Teaching: How does the AAT help me articulate my practice? S Organization of An Entry: How can you prepare to complete your entries this year? S Timeline: What will you complete between today and the next session? Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 37

Preparing for the Next Cohort Session S Continue highlighting the Knowledge of Students Standard and adding to the chart begun during this session S Bring Assessment data that provides evidence for the Knowledge of Students Standard in your certificate area S Complete your Contextual Information Sheet S Read and highlight pages 16 – 29 – Writing About Teaching in the General Portfolio Instructions (2018) S Bring curriculums plans for the year for potential ideas for featured unit of study for this entry Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 38

Preparing for the Next Cohort Session S Clarification: Read and highlight pages 16 – 30 – Writing About Teaching in the General Portfolio Instructions (2018) Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved. 39

• Cohort members reflect on the session together • Any cohort member can take notes for the group • Teacher Liaison uses this form to share what’s happening in the cohort with the administrator Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 40

Be Sure to Reflect on: • Students • Teaching Strategies 41 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.