national board facilitators guidelines. a distinction that matters for… kentucky 2011 kea

National Board Facilitators Guidelines

A distinction that matters for…

Kentucky

2011 KEA

Total NBCTS = 2,149**As of February 22, 2011

2011 KEA

Data are as of February 22, 2011.

2011 KEA

Top Five School Districts in Kentucky(by total number of NBCTs)

School District Number of New NBCTs *

Total Number of NBCTs

JEFFERSON COUNTY 33 168FAYETTE COUNTY 26 147OLDHAM COUNTY 22 147KENTON COUNTY 8 70

BOONE CO 11 62

* Data are as of December 15, 2010.

2011 KEA

2011 KEA

Total NBCTs = 91,013*

*As of February 22, 2011

2011 KEA

NEA is working to ensure that all students have access to high-quality, well-trained teachers.

NEA has created a Supplemental Guide for National Board Support Providers as a tool to enhance efforts to meet candidates’ needs.

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Section 1: Create Candidate- centered support

Section 2: Build a learning community

Section 3: Sharpen skills for success

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Create Candidate-Centered Support

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Adult learners need:1.A low-anxiety learning environment.2.Respect for their maturity and experience.3.Recognition of their individual learning

styles.4.Feedback and encouragement.5.A well-planned setting.

2011 KEA

Individual differences in values, beliefs, and experiences influence the views of candidates as well as support providers.

Cultural competency is the ability to work effectively with individuals from different cultures in ways that acknowledge and respect those cultures.

Culture includes the integrated patterns of human behavior that include thoughts, communications, actions, customs, beliefs, values, and the institutions of racial, ethnic, religious, and social groups.

2011 KEA

In working with a diverse group of candidates, you need to ensure that each individual is comfortable working in the group.

Recognize diversity and try to be aware of biases that result from discrimination and other cultural experiences.

It is crucial not to make unfair assumptions about candidates.

Enrich the environment by using materials that project positive images of everyone’s culture.

2011 KEA

Help candidates gain confidence in their ability to accomplish a goal.

A candidate’s confidence in his/her ability to complete the process refers to ‘self-efficacy’ beliefs.

This self-efficacy affects their motivation and their vulnerability to stress and depression.

The facilitator can influence a candidates self-efficacy by breaking down the process into manageable tasks.

2011 KEA

Visual learners learn through what they see. Auditory learners learn by listening. Tactile/kinesthetic learners learn by

touching and doing. It is important to provide opportunities to

learn in a variety of learning styles. Listen for verbal clues: “That looks right to

me.” or “That sounds right to me.”

2011 KEA

Linear or Analytic Thinkers Global Thinkers

Tend to prefer a step-by-step approach, with steps following logically.

Tend to learn in large jumps, by absorbing a lot of material and then suddenly ‘getting it.’

Tend to see details before seeing the whole. See ‘the trees’ before seeing ‘the forest.’

Tend to see the whole picture before focusing on particular elements. See ‘the forest’ before seeing ‘the trees.’

Are comfortable focusing on details. Need to understand why something is important before learning it.`

Prefer a focused, logical approach. Welcome intuitive thinking.

Have a thought process that is not closely connected with feelings.

Tend to consider feelings when making decisions.

May prefer to work in a quiet environment with formal seating and few interruptions.

May favor working with background sounds and informal seating.

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Activity: Match the Intelligence type with its

characteristics.

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Traditionalists respect authority and value hard work. To support, focus on literal meanings of words and provide opportunities for face-to-face communication.

Baby Boomers often favor a team approach. Speak openly and directly, presenting options.

Gen Xers prefer managing their own time and solving their own problems. Share information regularly and ask for/provide feedback.

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Build a Learning Community

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Introduce activities to help candidates interact and collaborate.

Icebreakers provide structure for members to share information and set a positive tone.

Ask candidates to join together to establish norms for the group to create ownership.

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Easing anxiety Facilitating introductions Fostering group unity Preparing participants Assessing prior knowledge Introducing new topics Energizing the group

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To select an appropriate icebreaker, consider the instructional goals, the candidates’ current needs, and the intended purpose.

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Introduce yourselves—share personal infoIntroduce someone else—Random pairingCharacter descriptions—write 1-2 adjectives

about self and find another with similar adjectives

Find someone—candidates write interests on a card, distribute cards and find the author

My name—introduce themselves and explain how they received their name

Common ground—small groups make a list of what everyone has in common and share

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Activity Handout: Model a “Getting to Know you” Icebreaker

Time: 15-30 minutes, depending on size of group

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To strengthen communication structures in the learning environment, you need to listen to individuals and help them feel valued and involved.

You need to judge when to converse one-on-one and when to address the group.

The ability to identify any misunderstandings or miscommunications is vital.

2011 KEA

Listening and Building Empathy: Try to listen actively, openly, and in a calm, nonthreatening manner.

Informing and Encouraging: Aim to keep candidates informed and involved by providing continual support and encouragement.

Showing Respect—By listening actively and not making unfound assumptions, you show respect and demonstrate your commitment to equity and fairness.

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Insensitive language Insensitive humor i.e. ethnic humor Discrimination Stereotyping Cultural blindness Cultural imposition ethnocentrism

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Appreciating Different Communication Styles

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To foster a collaborative learning environment, support providers should:◦ Identify when to encourage collaboration and for

which activities◦ Establish clear objectives and communicate them◦ Use suitable teaching techniques◦ Prepare content materials, including meaningful

questions or problems for group work◦ Provide structure for the work◦ Create a clear sense of expected outcomes of

group work

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Trust is Established Diverse Opinions are Welcome Decision Making is Consensual and

collaborative Communication is Open and Honest Goals are Appropriate and Clear Leadership is Principled

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Team Resume-Building

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The following qualities are important for helping to keep candidates motivated:

◦ Safe learning environment◦ Purposeful, worthwhile work◦ Encouragement that is respectful and effective◦ Candidates have control of learning goals◦ Response to changing needs◦ Provide effective feedback

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Feedback facilitates learning. Effective feedback is ongoing and has a

powerful impact on learners’ achievement. Use reminders, suggestions, and questions

to help candidates master the skills they need.

If a candidate becomes frustrated, try to suggest other ways to approach a difficult task.

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Engaging in Analytical Feedback

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Celebrating individual and group accomplishments is one of the most effective tools you can use to shape the culture of a learning team.

Celebration reinforces shared values and signals what is important.

Celebration allows those recognized to feel appreciated.

Celebration fuels momentum. Celebration allows for a break from serious

work and can strengthen candidates’ investment in the learning process.

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Celebrating Individual Contributions

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Sharpen Skills for Success

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Organization is a key skill for successful completion of the National Board process.

Each candidate needs a system that feels comfortable and allows for easy information storage and retrieval.

Establishing a timeline is one of the best things a candidate can do to stay on track.

Help candidates set up a group calendar and individual timelines.

2011 KEA

The NBPTS’ Five Core Propositions and the certificate standards form the foundation of the National Board process.

Focus on strengthening candidates’ understanding of the Five Core Propositions and show them how each is connected to accomplished teaching.

*A great lesson will enhance a candidate’s portfolio ONLY if it aligns with the Core Propositions.

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1.Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to students.

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

5 Co

re P

rops

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Accomplished teaching is based on Five Core Propositions.

It illustrates how effective learning occurs. Certification process is based on this

structure. Structure is a helix where each piece builds

on the other.

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The Architecture of Accomplished Teaching

Step 1: Know Students and Subject Area

• Who are my students?

• Where are they now?• What do they need?• In what order do

they need it?• Where should I

begin?2011 KEA

Step 2: Set Learning Goals

Set high, worthwhile goals

appropriate for your students,

at this time, in this setting. Step 1:

Know Students and Subject Area

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Step 3Implement Instruction to

Achieve GoalsThe Architecture of Accomplished Teaching


Step 3: Implement Instruction to Achieve Goals

•What instructional strategies would be most effective for meeting goals?

•What materials, people, or places can I use to enhance student learning?

•How can I vary the learning experiences and teaching strategies to meet the needs of learners?Step 1:

Know Students and Subject Area

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Step 4Evaluate Student Learning


Step 4: EvaluateStudent LearningFollowing instruction, evaluate student learning to see if goals were met.




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Step 5Reflect on Teaching PracticeThe Architecture of Accomplished Teaching


Step 5: Reflect onTeaching Practice• What would I do differently? • What are my next steps?


Step 4: EvaluateStudent Learning


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Step 6 Set New Learning Goals





Step 4: EvaluateStudent Learning

Step 5: Reflect onTeaching Practice

Step 6: Set New Learning GoalsBased on your evaluation of student learning, set appropriate goals for your students.

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Beginning Core Proposition Alignment

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Identify Core Propositions in Practice

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Detailed Core Proposition Alignment

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A study of the standards will help candidates understand what the assessors are looking for.

The standards are the only criteria used for awarding certification.

The standards and the rubrics included in each certificate’s Scoring Guide will aid each candidate in assessing his/her own teaching practice.

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Initially, candidates need to identify several ways in which their instruction meets each standard in their certificate area. Then , candidates can consider how they assess student understanding in each standards area.

Next, candidates are ready to analyze their instruction for evidence of the standards.

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2011 KEA

Walls of Evidence of PracticeThe graphic represents evidence of practice. At the bottom, you will notice that the wall hasempty spaces where no evidence of practice is seen. In the middle, some of the wall has cracks inevidence and other parts have evidence that fit together like a puzzle.Think about similarities and differences seen in these walls. Note that even the top wall is notperfect. It would be difficult, if not impossible, to find perfect evidence. As well, there is certainevidence that can or can’t be seen in a video entry. Consider what kinds of things about teachingpractice can and can’t be seen in student work.

Candidate Worksheet for Standards Analysis

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Candidates continue to analyze standards but now focus on the specific lessons they have selected to use in their portfolios.

Candidates should read and reread the directions for each entry to determine which standards the entry assesses and make a list of just those standards.

Next, candidates can analyze how their practice moves from hitting all the required standards to evidence of student learning.

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Candidate Worksheet for Standards and Entry Analysis

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The Scoring Guide for Candidates is organized into two parts.

The first part leads candidates through the scoring process and provides tools to help candidates understand and interpret their scores in all certificate areas.

The second part is certificate-specific and provides the scoring rubrics for each portfolio entry and Assessment Center exercise in the candidate’s certificate area.

2011 KEA

Each certificate-specific Evaluation of Evidence Guide corresponds to an individual portfolio entry for the candidate’s certificate area, and each includes questions that shape how assessors view the evidence that candidates submit.

Candidates can check whether their evidence presents a clear, consistent, and convincing picture of the standard and of their impact on student learning.

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Three specific types of writing are required by the National Board Process: descriptive, analytical, and reflective.

Understanding what makes each type of writing distinctive allows candidates to become more comfortable and confident writers.

Collaborative writing work will allow candidates to give and receive feedback on their writing and is a valuable learning tool.

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Practice to Identify Three Types of Writing

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Candidates may not recognize all of their daily tasks and achievements as accomplishments and may have difficulty communicating impact on student learning.

Many candidates are not comfortable touting their abilities. We are taught not to use ‘I’ when writing. Practice will help each candidate become more comfortable reflecting on his/her own accomplishments.

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Candidate Worksheet 1Brainstorming Lists of Activities

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Candidate Worksheets 2A, 2B, and 2CEvidence of Activities as a Learner, Leader/Collaborator,

and Family/Community Partnerships

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© Washington Education Association

Role Category:

Partner with Families & Community

Role Category:

Learner

Course on cultural diversity

Community Speakers Bureau

Staff Book Study

Role Category:

Collaborator/Leader

Overlapping roles can provide more evidence!

Parent Training Program

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Many candidates experience technical difficulties when videotaping their own instruction for National Board entries.

Challenges include lack of access to appropriate video equipment, lack of technical experience in use of video equipment, and over focusing on how they look or sound on videotape.

Remind candidates that the video entries are simply a way to provide assessors with evidence of student learning by providing a quick view of the classroom in action.

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Video Analysis FeedbackStudents, Teacher, Instruction and Evidence

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It is very hard to teach all day while finding time to build a portfolio and prepare for the Assessment Center.

Whether the candidate chooses to prepare for the Assessment Center first or after the Portfolio, it is important to be prepared.

Much of the difficulty that some candidates face comes from lack of confidence in a particular area.

Channeling the work through areas of strength can help candidates build confidence in their practice.

2011 KEA

Plan the logistics—set up the appointment Do the online tutorial

www.nbpts.org/for_candidates/assessment/prepare_for_your_appoint

Break down prompt descriptors—located in the Scoring Guide

Research Concepts—candidates are responsible for the entire age range of the certificate

Create practice questions—identify possible concepts and questions

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Never ask NBCTs to make prompts, because someone might inadvertently reveal an actual question.

Have candidates take a timed practice assessment on a computer to gain experience in typing timed prompts.

Practice using the level 4 rubric to score the practice response.

www.washingtonea.org/ “Learn, Grow, Improve” for more assessment center preparation.

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Candidate WorksheetReword the Expectations

Assessment Center Preparation

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Take photo ID and Authorization Form Dress in layers Take the computer tutorial again in order to

get settled Bring bottled water and a snack for energy Take the allotted breaks Read all parts of the prompt before

beginning to answer List all main points of response first, add

detail as time allows

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If you get stuck, restate the question Write in bullets or lists—paragraphs are not

required. Stay on topic Use scoring criteria that appears with each

question to make sure you answered what was asked.

Never share the prompts with anyone. Take a couple of deep breaths whenever

you need to refocus, de-stress, and relax.

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Candidates must organize themselves in a way that makes sense for them.

First focus on the Five Core Propositions, the standards and scoring.

Next, focus on the three types of writing. Candidates should think about the nature of

their work as leaders, learners, and community engagers.

Find ways to document each accomplishment. Build confidence in videotaping and critiquing

lessons. Finally, prepare for the Assessment Center.

2011 KEA

The National Board Certification process is unique to each candidate and each must make the process his/her own.

As a support provider, your role is to place the candidates at the center of their own learning and provide fair, equitable access and skill development to all who seek your support.

Let each candidate complete his/her own processes.

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Myth: The National Board requires videos as proof that the written commentary is true.

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The written commentary and video or student work complement each other.

Assessors are trained to read the commentary first and collect evidence. Then they look at

the video or student work and collect evidence there. Before assigning a score, the assessors

step back and look at the match between the two components. If that is missing, then a

lower score is assigned. Both the written commentary and the video or student work are

important components in understanding the evidence provided by the candidate.

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To score well on the Documented Accomplishments Entry (DAE), candidates need to have

received awards, led important committees, published educational articles, or conducted seminars.

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The DAE is an opportunity for candidates to show the connection between their

work as professionals and their impact on student learning. Each accomplishment needs to

be connected directly to the learning of a candidates’ students or have significant indirect

impact on student learning through other professionals. It is the responsibility of candidates

to demonstrate that impact in the DAE.

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There is no pedagogy in the Assessment Center exercises. The tests measure candidates’ content knowledge only.

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The Assessment Center exercises are content-based; the standards guide what

content is being tested. In certain certificate areas such as EC/Generalist, knowledge of

pedagogy is the content knowledge discussed in the standards. No certificate exercises test

content that is not part of an accomplished teacher’s fundamental knowledge.

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Candidates from high-need schools are at a disadvantage when they go for National Board Certification.

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Assessors are given extensive bias training to make them aware of any preconceptions

they may have that may influence their scoring. Bias training covers ethnic and

geographical diversity, as well as professional biases (messy classroom, poor equipment, etc.)

that any teacher may come to have. Schools and students are not being evaluated; the

assessment evaluates the accomplishment of the teacher in meeting the standards in

whatever teaching situation exists.

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DO: Offer encouragement Clarify portfolio

directions Ask probing questions Ask clarifying

questions

DO NOT: Share previously

submitted portfolio entries

Compare participants’ entries

Judge the quality of an entry

Interfere with participants’ decisions about entries

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Do not misrepresent or falsify any information on your Take One! application.

Do not share, publish, or reproduce NBPTS Take One! materials and information.

Do not share your portfolio or video with anyone after it has been submitted to NBPTS.

Make sure all submitted work is your own. Make certain that featured students are your

own. Uphold all NBPTS confidentiality guidelines

regarding participant information.

2011 KEA

2011 KEA

national board facilitators guidelines. a distinction that matters for… kentucky 2011 kea

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