National Board Renewal 2017 2018 Essential Questions What

National Board Renewal 2017 -2018

Essential Questions • What is required of renewal candidates? • In what ways can the Five Core Propositions and the Architecture of Accomplished Teaching connect with my work as a professional? • In what ways can I connect my professional growth experiences to student learning?

What is the Basis for Renewal? “The expectation is that NBCTs will use both the Five Core Propositions and the Architecture of Accomplished Teaching as the foundation for what they continue to do in the classroom and for themselves as lifelong learners who continue to grow and enhance student learning. ” NBPTS Profile of Professional Growth

What is Renewal? • The renewal instrument documents professional growth, involvement, and service. • Candidates must have a valid teaching license. • Candidates submit evidence linking professional growth to student learning. • Renewal is available for all NBCTs: • Classroom teachers • Administrators • Retirees

Renewal Policies • NBCTs must renew in their same certificate area. • Renewal is available in year 8/18 and/or 9/19 year (initial/renewal certification). • Renewal lasts for 10 years. * (from the expiration of the original NB Certificate) • If NB certificate expires, teacher must complete entire NB process to regain NBCT status.

Renewal Timeline • Renewal is required prior to expiration of current certificate (8 th year, no later than 9 th). • Candidates have two opportunities to attempt renewal. • Application window is September 1 st – January 31 st. • Submit work via e-Portfolio by May 2018 (exact date TBD). • Receive scores in November 2018.

Certification Periods I. Certification Period 2008 -2018 (in 9 th year) Apply as early as September 2017 and submit by May 2018. II. Certification Period 2009 -2019 (in 8 th year) Apply as early as September 2017 and submit by May 2018; or apply as early as September 2018 and submit by mid-May 2019.

NB Core Propositions • These are the ideals and values that guide all NB standards and assessments. • Accomplished teachers model exceptional • Knowledge of students and subject content • Skills in instruction, assessment, etc. • Dispositions working effectively with others • Beliefs (ex. All students can learn. )

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.

CERRA NB Toolkit National Board for Professional Teaching Standards

Profile of Professional Growth (PPG) • Documentation of professional growth experiences (certificate-specific content: knowledge, pedagogy, technology) • have evolved • are varied and/or multifaceted (workshops, courses, reading, leadership) • have been a focus over extended period of time • demonstrate classroom practices consistent with high standards of NBCT

Profile of Professional Growth (PPG) (cont. ) • Demonstration of NB standards in connection to student learning • Broad range of subject content, professional knowledge, and expertise • Wide spectrum of activities and tasks, often in a collegial approach contributing to the quality of education and student learning • Ongoing commitment and contribution to the teaching profession

Format of Profile of Professional Growth (PPG) Single submission of 3 interrelated components (Professional Growth Experiences—PGEs) and 1 reflection • 2 videos or • 1 Video and student work samples

Component 1 4 Professional Growth Experiences (PGE) Scored Holistically Component 2 Component 3 Video Based on 1 PGE Video or Student Work Based on 2 nd PGE Reflection

Component One • • 4 Professional Growth Experiences (PGEs) 3 pages of commentary for each PGE 2 pages of samples of products for each PGE Must demonstrate: • Current content knowledge and pedagogy • Effective use of technology • Ongoing, varied, multifaceted experiences • Direct or indirect impact on student learning

Component 1: Written Commentary For each PGE: • Describe the context • Describe the PGE • Identify the need and how the PGE addresses the need • (Do this four times. ) Addressed anywhere: • Content/pedagogical knowledge that was acquired/deepened • Acquisition/Use of technology • Interaction with colleagues, professional groups, parents and/or community

Component Two • Application of one PGE from Component 1 in classroom • 10 -minute video of classroom instruction • Same content area of original certificate • Same developmental level as original certificate • Recorded between September 1 and May 15 • May be segmented (up to three) • 4 pages of written commentary

Component 2: • • Written Commentary Age ranges of the students PGE to which this component is connected Lesson’s goals/connection to overall learning Importance of the instruction for students Equity of access and promotion of diversity Impact on student learning Connection to certificate-specific content knowledge

Component Three • Application of a different PGE from Component One • 6 minute video of instruction (may be 3 segments) OR • 8 pages of learner work • 4 pages of written commentary • Could be pre. K-12 or adult learners – direct or indirect impact on student learning

Component 3: • • • Written Commentary Goals of the featured lesson Connection to broader context of instruction Importance of instruction for learners Connection to PGE Specific evidence of learning from video/learner work Four pages

Component 3: Video • May be segmented • Six minutes maximum • No editing • Teacher teaching pre. K-12 students or interacting with educational colleagues • Student produced video or a video of student performance Evidence Learner’s Work • Hard copy -Teacher plans, responses -Printouts of computer work of students or professional colleagues -Scripting of classroom observations/postconference notes -Transcript of student video

Reflection • 3 pages of written commentary • Analysis of relationship between practice and student learning • Discovery of patterns, themes or trends – focus on challenges, plans for continuous growth, impact on student learning • Awareness of high and rigorous NB standards in practice

PGE One: Example from NBPTS Sue moved into a new school and was shocked at the lack of parental involvement. • Went to the principal to discuss ideas • Developed a newsletter to parents informing them about classroom activities and asking for input • Established a monthly evening activity for parents based on a current topic of study • Sue and principal and two other teachers established a monthly day session for parents • Established after-school tutoring sessions at parent request • Since the majority of students come from Hispanic homes, Sue started taking Spanish lessons.

PGE Two: Example from NBPTS Sue’s district mandated computer training because it felt that students in all classroom need teachers as resources for computer issues. • Took required 2 -day workshop • Took additional courses offered at a local college • Organized her team of teachers to develop lessons based on computer use. Students interacted with their reading on the computer. They read more and understood more. • Used the lessons to do a presentation at a faculty meeting

PGE Three: Example from NBPTS Sue learned that a well-known speaker on cooperative learning was coming to the area, and since she felt a bit uncomfortable with small group work, she decided to attend. • Attended the session and purchased the book • Read the book and met with colleagues who were also interested. The group studied the material and planned lessons. • Lesson went well. Sue took other workshops on various topics from her district. • Became involved with district professional development office.

PGE Four: Example from NBPTS Sue teaches reading and wanted to enhance her knowledge. • Went to IRA conference. Returned with many materials. • Entered Masters Degree program in literacy and received her degree. • Accepted position as curriculum director with focus on updating district curriculum. • Applied for and was accepted as a full-time professor at a local college.

Scoring • Holistic scoring done by two NBCTs in same content area • All three interrelated components and reflection read together as one entity • Individual scores for components may not be banked • Results reported as • Renewed • Not Renewed

Scoring Criteria • Significant needs of students, professional community, parents, and/or self identified and addressed • Acquired or deepened certificate-specific content knowledge and/or pedagogical practice demonstrated in classroom • Appropriate technology utilized in a way that is directly connected to teaching and learning

Scoring Criteria (cont. ) • Involvement of the wider community of colleagues, parents, and/or community in professional growth experiences • Instruction that is standards-based, relevant, and meaningful • Equity of access to learning and appreciation of diversity in classroom • Meaningful impact on student learning

Steps to Renewal • List your professional growth activities since initial NB certification. • Analyze your experiences relative to the Five Core Propositions and the Architecture of Accomplished Teaching. • Determine patterns/connections among your Professional Growth Experiences (PGEs). • Upload and submit completed work online (e. Portfolio) by deadline.

“Renewed” Level of Rubric • Provided sufficient evidence of professional growth that • has evolved • is varied and/or multifaceted • has been a focus over extended period of time

“Renewed” Level of Rubric (continued) • Draws on and contributes to resources of school, district, and/or community • Creates learning environment promoting equity of access, appreciation of diversity, and relevant, meaningful instruction for students.

Navigating the National Board Website www. nbpts. org

Navigating the National Board Website http: //boardcertifiedteachers. org/renewal

South Carolina NB Supplements • Applied for initial certification before July 2010— receive $7500 supplement annually for duration of certificate; eligible for supplement upon renewal • Applied for initial certification after July 2010— currently scheduled to get $5000 supplement for duration of initial certificate; not eligible for supplement upon renewal • Supplement based on position educator holds-- if instructing children, likely eligible. If in administration, ineligible for supplement.

Applications and Fees • Application available online http: //www. nbpts. org/national -board-certification/renewal/ • $1250 total cost to renew by Jan 31 st ($300 of this is non -refundable application fee) • Withdrawal permitted ($950) – written notification required before Profile due date • Update personal information at My Profile on NBPTS Web site

Resources • http: //www. nbpts. org/national-board-certification/candidate-center/renewalcandidate-resources/ • NB Customer Support--1 -800 -22 -TEACH (83224) • www. cerra. org; NB link

Please feel free to contact us at: Jenna Hallman hallmanj@cerra. org Suzanne Koty suzanne@cerra. org