Component 4 Effective and Reflective Practitioner Session 1

Goals for Session 1 Ø Understand expectations set forth in Component 4 – Effective

Resources Ø 5 Core Propositions Ø Certificate Specific Standards Ø General Portfolio Instructions for

Component 4 Effective and Reflective Practitioner Overall, there is clear, consistent, and convincing evidence

Component 4 6 Copyright © 2016 National Board Resource Center at Illinois State University.

Component 4 Overview of Component 4 7 Copyright © 2016 National Board Resource Center

Component 4 Directions for developing and submitting Component 4 8 Copyright © 2016 National

Component 4 Standards measured in Component 4 9 Copyright © 2016 National Board Resource

Component 4 Parts of the Written Commentary 10 Copyright © 2016 National Board Resource

Component 4 Knowledge of Students Questions Generation & Use of Assessment Data Questions 11

Component 4 Generation & Use of Assessment Data Questions Participation In Learning Communities Questions

Submission at a Glance Chart 13 Copyright © 2016 National Board Resource Center at

C 4 – Overview and Planning Chart 15 Copyright © 2016 National Board Resource

16 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights

17 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights

18 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights

19 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights

Excerpt of EC-Gen Standard Using Knowledge of Child Development to Understand the Whole Child

Excerpt of EAYA-Math Commitment to Mathematics Learning for all Students Commitment to Diverse Learners

Closure Ø Understand expectations set forth in Component 4 – Effective and Reflective Practitioner.

Preparing for the Next Cohort Session Ø Select a Unit of Study and create

• Cohort members reflect on the session together • Any cohort member can

Be Sure to Reflect on: • Students • Teaching Strategies 25 Copyright © 2016

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Welcome! v Please sign-in v Login to your National Board Profile on boardcertifiedteachers. org to check for accuracy of information. v Preview Agenda v Be ready to share comments, questions, or concerns. 2 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Goals for Session 1 Ø Understand expectations set forth in Component 4 – Effective and Reflective Practitioner. Ø Develop a plan to gather information from multiple sources about students, in relation to the Unit of Study selected. Ø Understand plan for the different types of Assessment used in Component 4. Ø Create a plan to gather data from formative assessments, student self-evaluation/feedback and a summative assessment. Ø View and beginning filling in the Contextual Information Sheet and the Group Information and Profile Form. Ø Unpack Certificate Specific Standards for Knowledge of Students, building school-family relationships, and assessment. 3 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Resources Ø 5 Core Propositions Ø Certificate Specific Standards Ø General Portfolio Instructions for Components 2, 3, and 4 Ø Portfolio Instructions: and Scoring Rubric for your Certificate Area Ø Architecture of Accomplished Teaching Placemat Ø Scoring Guide 4 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Effective and Reflective Practitioner Overall, there is clear, consistent, and convincing evidence the teacher develops and uses knowledge of children gathered from multiple sources to inform instruction and assessment; reflects on his or her own practice; and collaborates with families and caregivers, the community, colleagues, and others to create improvements that advance children’s learning and growth. {Level 4 Rubric} 5 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Generation & Use of Assessment Data Questions Participation In Learning Communities Questions Reflection Questions 12 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Excerpt of EC-Gen Standard Using Knowledge of Child Development to Understand the Whole Child Fostering Cognitive Development Accomplished early childhood teachers understand that early childhood is a critical period in cognitive development. Teachers understand how children are thinking at a given phase in their development and know how to help them move to the next level of reasoning. Teachers know that whereas most young children draw upon all of their senses to learn, some children are primarily visual learners, other children learn best through auditory means, and still others can best process information when it is presented in multiple modalities. Teachers use their knowledge of individual children’s learning styles to create learning experiences that are accessible to each child. In the case of a child who has difficulty maintaining attention during cognitive tasks, the teacher might intersperse cognitive tasks with periods of intense physical activity; whereas with children who learn cognitively best in a consistently quiet, still environment, the accomplished teacher would take a different approach. Copyright © 2016 National Board Resource 20 Center at Illinois State University. All Rights Reserved.

Excerpt of EAYA-Math Commitment to Mathematics Learning for all Students Commitment to Diverse Learners Accomplished teachers base their decisions about the teaching of mathematics on the belief that all students can learn. Teachers continually determine each student’s level of mathematical knowledge and understanding and build on that foundation. They are alert and sensitive to the diversity that exists in students’ prior learning experiences; individual learning approaches; family, cultural, and economic backgrounds; students’ interests; and their special needs. Teachers recognize the beliefs and attitudes toward mathematics that each student brings to the classroom and promote a respect for the value of mathematics. Teachers are aware that any of these factors, as well as others, can affect how students approach the learning of mathematics. Strategies for engaging all students may come from current research, collaboration, personal experience, and. Copyright professional © 2016 National development. Board Resource Center 21 at Illinois State University. All Rights Reserved.

Closure Ø Understand expectations set forth in Component 4 – Effective and Reflective Practitioner. Ø Gather relevant information from multiple sources. Ø Understand the types of assessment – formative, self assessment, summative assessment. 22 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Preparing for the Next Cohort Session Ø Select a Unit of Study and create or select an appropriate formative assessment, student selfassessment, and a summative assessment. Ø Create a plan to gather relevant information from multiple sources and use that information to set worthwhile and appropriate learning goals. Ø Begin to fill in the Contextual Information Sheet and the Group Information and Profile Form. Ø Unpack Certificate Specific Standards for Knowledge of Students, building school-family relationships, and assessment. Copyright © 2016 National Board Resource 23 Center at Illinois State University. All Rights Reserved.

• 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 24 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.