Session 1 Introduction to the NBPTS Process Component

Welcome to An Exciting Journey! You’ll be traveling a new path with colleagues…. . You’ll see all the ways you already demonstrate accomplished teaching & will continue to learn more about your practice…. . . . Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 2

Welcome! Ø Please sign-in Ø Login to your National Board Profile on nbpts. org to check for accuracy of information Ø Preview Agenda Ø Be ready to share comments, questions, or concerns Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 3

Goals for Session 1 Ø Begin to build cohort community Ø Show familiarity with National Board ethics as guiding principles for actions within cohort Ø Show awareness of 5 Core Propositions as key ideas behind accomplished teaching Ø Use online National Board resources to learn more about the standards, certificate- specific instructions & National Board process Ø Compare Component 2 & Component 4 requirements Ø Begin to develop a plan to gather information about students Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 4

Topic 1: Overview of National Board Components & Cohort Support NB Process is ü Performance based ü Peer reviewed with strong emphasis on content knowledge & impact on student learning National Board Resource Center at Illinois State (NBRC) supports candidates completing two components per year 5 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

6 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights

Cohort Support What will your journey look like? 2018 -19 2019 -20 C 2: Differentiation in Instruction C 3: Teaching Practice and Learning Environment C 4: Effective and Reflective Practitioner C 1: Content Knowledge Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 7

Month Session Component September Introduction to the NBPTS Process & Component 2 & Component 4 Overview C 2 & C 4 September Architecture of Accomplished Teaching & Standards C 2 October Describing, Analyzing & Reflecting on Teaching C 2 October Analyzing Student Work to Plan Coherent Instruction C 2 November Analyzing Student Work to Reflect on Student Learning C 2 December Refining Draft Entry & Preparing Component 2 for Submission C 2 January Reviewing & Planning Data Collection for C 4 January Analyzing Assessments and Needs C 4 February Effective Use of Assessment Data C 4 March Reflecting on Effectiveness C 4 April Refining Component 4 C 4 May Reflection on NB Process /Submission of Entries C 4 & C 2 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 8

Topic 2: Ethics ü Ethics assures integrity & fairness of NB process ü Ethics clearly outlined by National Board ü Consequences for non-adherence are clear & public ü Adherence to guidelines is expected as candidates & once you are a NBC Teacher 9 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Participant Ethical Guidelines v Do not misrepresent or falsify any information on your NBPTS application v Do not share, publish, electronically post, or otherwise reproduce NBPTS materials v Do not share your portfolio entry with anyone after it has been submitted to NBPTS v Make sure the work you submit in your entry is your own Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 10

Participant Ethical Guidelines (continued) v Uphold all NBPTS confidentiality guidelines regarding participant information v Do not judge quality of content colleagues provide in their entries v Do not help colleagues select final work samples for submission v Do not offer opinions to colleagues about how you think their entries will be scored Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 11

Facilitator Ethical Guidelines DO. . . v v v Allow participants to make all decisions Offer encouragement to participants Clarify portfolio entry directions for participants Ask probing questions to elevate participants’thinking Ask clarifying questions to help participants determine if the prompt was fully answered Ask questions to help participants determine if clear, consistent, and convincing evidence was provided Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 12

Facilitator Ethical Guidelines (continued) DON’T. . . v Allow participants to share submitted portfolio entries v Compare participants’ entries to other submitted entries v Judge the quality of the entry content for participants v Select the work samples or lessons for participants to analyze v Offer opinions about a participant’s score Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 13

Ethics Applied Information in Guide to National Board Certification (2017) Both the Candidate and NB Facilitator share responsibility for understanding & honoring NBPTS Ethics Guidelines NBPTS Certification Denial & Revocation Policy outlines consequences for unethical behavior • Maintains integrity of NB Certification & prevents any unfair advantage of one candidate over another • Names are released to districts, certificate revoked Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 14

Scenario #1 An experienced support facilitator, who volunteers her time to work with candidates, tells her cohort that posting their writing online using blogs or other formats for comments can be a great way to get a variety of opinions. One candidate said her responses were so good that she put them in her entry. The facilitator encouraged candidates to place their candidate ID number on their work so they can stay anonymous. Ethical or Unethical support? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 15

Scenario #2 A new facilitator was asked by a candidate to read her entry. The facilitator commented back, “I achieved because I wrote specifically about my students’ interests. You should write that you chose a science book because of his interest in science. ” Ethical or Unethical support? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 16

Scenario #3 Four (4) candidates who work for the same district meet on line. They discover they are each in a different cohort receiving support from NB Facilitators. Two (2) attend monthly cohorts and (2) attend on line support cohorts. They read and using the rubric “score” each others entries. They discuss what is “good” evidence about the entries giving specific concrete advice to each other. Ethical or Unethical support? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 17

NBPTS Response on Scenario 1 For Scenario 1, we would say that this is unethical. Posting entries online makes the original author's work vulnerable to plagiarism and possible ethics violations. Sharing an example of what you submitted in a physical format (that you maintain control of) is one thing. Placing it on a server with availability to all is in violation of the agreement signed by all candidates acknowledging that the materials became, or will become the property of NBPTS. For an NBCT, such posting would not be allowed. For a candidate who has not yet submitted, it enters a gray area. Once the collaborative effort is completed, how do you ensure that the postings have been deleted from the server and not copied by others? Considering the Student Release Forms signed by the parents of students in the entries - how would they feel about their student's images or work being posted anywhere other than as agreed to? As you note in the scenario, "one candidate said her responses were so good that she put them in her entry". That sounds like plagiarism, which can impact the original author's status as an NBCT as well as the candidate seeking certification. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 18

NBPTS Response on Scenario 3 Regarding Scenario 3: Besides the ethical issues discussed above, the "scoring" implications could also become an issue. Are those candidates assisting one another in determining where their entries might be weak, or are they attempting to assign a score based on the rubric? The former can be beneficial, the latter can lead to disappointment when scores are released since the candidates are not trained in the scoring process, knowledgeable of the benchmarks, etc. We appreciate your continued support of candidates seeking the distinction of becoming NBCTs. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 19

Key Ideas on Ethical Guidelines for Facilitators & Candidates Facilitators Encourage Write about their teaching with integrity Prompt or help candidates reflect on their teaching Make no decisions for candidates Help clarify entry directions Encourage candidates to call nbpts with questions Make sure their submitted work is their own Make all decisions about their entries Do not share submitted entries Do not offer opinions about how entries will be scored Be non-judgmental Do not offer opinions about candidate work Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 20

Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 3: 5 Core Propositions Purpose: Introduce 5 Core Propositions as the framework for accomplished teaching ü All certificate standards & entries grounded in 5 Core Propositions ü 5 Core Propositions represent what ALL accomplished teachers share in their expertise & dedication to advance student achievement 22 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

5 Core Propositions Copyright © 2018 National Board Resource Center at Illinois State University.

24 http: //www. nbrc. illinoisstate. edu 24 Copyright © 2018 National Board Resource Center

25 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights

Topic 4: Locating Resources Purpose: ü Clarify components to be completed this year ü Become familiar with National Board websites ü Reinforce – Candidates are the experts on their certificate area ü Find out how to get more information when you have questions 26 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Resources for All Certificates Copyright © 2018 National Board Resource Center at Illinois State

Certificate - Specific Resources 29 Copyright © 2018 National Board Resource Center at Illinois

30 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights

Component 2 & Component 4 Component 2 Focus: Component 4 Focus: Differentiation Major Areas of Professional Practice S Ability to evaluate learning strengths & needs for individual students S Plan & implement appropriate differentiated instruction for those students S Use & interpret ongoing assessment S Analyze & modify instructional S Developing Knowledge of Students S Collaborating with Others S Using Assessment S Participating in Learning Communities strategies & materials Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 32

Topic 5: Preparing & Organizing for C 2 Sessions Candidates organize materials to make effective use of time during Component 2 Sessions 34 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Differentiation in Instruction requires that candidates gather and analyze information about individual students’ strengths and needs and use that information to design and implement instruction to advance student learning and achievement. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 35

Component 2 Level 4 Rubric Copyright © 2018 National Board Resource Center at Illinois

Component 2 Copyright © 2018 National Board Resource Center at Illinois State University. All

Component 2 Overview of Component 2 38 Copyright © 2018 National Board Resource Center

Component 2 Directions for developing and submitting Component 2 Copyright © 2018 National Board

Component 2 Standards measured in Component 2 40 Copyright © 2018 National Board Resource

Component 2 Parts of the Written Commentar y Part 2 and 3 of the written commentary will vary significantly between certificate areas Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 41

Submission at a Glance Chart Copyright © 2018 National Board Resource Center at Illinois

Preparing for Session 2 & Creating & Personal Timeline ü Read & highlight the 5 Core Propositions Resource – What Teachers Should Know & Be Able To Do ü Complete the Note Taking Guide for Core Proposition #1 – Teachers Are Committed To Students & Their Learning ü Read and highlight your certificate specific Portfolio Instructions ü Read the Knowledge of Students Standard for your certificate area ü Think about HOW you differentiate for your students, & the RATIONALE behind your decision making for your students ü It is critical that all cohort participants come prepared for each Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. session 45

When can I? • Get release forms signed • Plan Units for Year • Collect student work • Collect assessment data When will I? • Read standards • Write parts of each entry Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 46

Closure ü Collaborating in a unique Professional Learning Community ü Ethics, Roles & Responsibilities ü 5 Core Propositions ü NBPTS Resources ü Overview of National Board Components 2 & 4 Copyright © 2018 National Board Resource Center at Illinois NB State University. All Rights Reserved. year ü Preparing a Personal Timeline for work this 47

• 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. 48