Foundations Part 1:
Standards at the Center
Mission of National Board:
National Board for Professional Teaching Standards
• Maintain High and Rigorous Standards
• Certifies teachers who meet those Standards
• Supports efforts for Accomplished Teachers to lead
their profession
Is a process “by teachers, for teachers”
Washington Strong!
7,339 NBCTs
1646 candidates
Base Bonus, Challenging
Schools Bonus, Conditional
Loan
WEA Jump Start; WEA Home
Stretch
OSPI Facilitator Training
CSTP NBCT Leadership
Know your WA State Teaching
Certificate!
• PESB News: Rule change
– aligns National Board with Pro Teach reissuance
criterion
• Teachers are responsible for maintaining
their own certificate
– Contact cert@k12.wa.us with questions
• Be ready with certificate number and specific question
about your certification.
Why National Board?
Purpose of NBPTS:
• Positively impact student learning
Principles of NBPTS:
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National Board Standards
Five Core Propositions
Architecture of Accomplished Teaching
Performance-based, peer-review model
Goals
• Potential candidates will understand:
– NBPTS Core Propositions and the architecture of
accomplished teaching
– Components of the NBPTS process and choices to
be made along the way
– Three kinds of writing and thinking required
– Resources available to Washington State
candidates
FACILITATORS – NOTE:
• The next slide is a suggested icebreaker
activity. The suggested one uses fortune
cookies, which are fun and you can get at the
store for cheap.
Other ideas?
• Survival Cards? Postcards? 2 truths and a lie?
What’s your fortune?
Choose a fortune cookie and read your fortune
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Who are you?
Where do you teach?
What certificate are you thinking of pursuing?
How does your fortune connect to your
current life/context/work/dreams?
5 Core Propositions
The Heart of the NB Process:
• Divide into pairs
• Read the 5 Core Propositions and agree on
one word that demonstrates the “essence” of
each of the Core Propositions
• Share your word and reflection/discussion
• Record other’s words
Architecture of Teaching
Step 1: Know Students and
Subject Area
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?
Step 2: Set Learning Goals
The Architecture of Accomplished Teaching
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
Step 3: Implement Instruction
to Achieve Goals
The 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 2: Set Learning Goals
Step 1: Know Students
and Subject Area
Step 4: Evaluate Student Learning
The Architecture of Accomplished Teaching
Step 4: Evaluate
Student Learning
Following instruction, evaluate
student learning to see if goals
were met.
Step 3: Implement Instruction to Achieve
Goals
Step 2: Set Learning Goals
Step 1: Know Students
and Subject Area
Step 5: Reflect on Teaching Practice
The Architecture of Accomplished Teaching
Step 5: Reflect on
Teaching Practice
• What would I do differently?
• What are my next steps?
Step 4: Evaluate
Student Learning
Step 3: Implement Instruction to Achieve
Goals
Step 2: Set Learning Goals
Step 1: Know Students and
Subject Area
Step 6: Set New Learning Goals
The Architecture of Accomplished Teaching
Step 6: Set New
Learning Goals
Based on your evalua-tion of
student learning, set
appropriate goals for your
students.
Step 5: Reflect on
Teaching Practice
Step 4: Evaluate
Student Learning
Step 3: Implement Instruction
to Achieve Goals
Step 2: Set Learning
Goals
Step 1: Know Students and
Subject Area
Architecture of Accomplished
Teaching
FACILITATORS – NOTE:
• The next slide requires close reading activities.
You may have a close reading/marking the
text protocol that is typically used in your
district. Use it!
• Be sure to send out the download the
instructions to your cohort 2 weeks before
presenting.
• Potential resources: Avid? ELL strategies? AP?
Standards
• Get out your standards and determine your
close reading strategy.
• How many standards does your certificate
area have? Show of hands!
Reflection within the standards
Flip and Skim:
• Tab every page that has a REFLECTION
heading in bold.
• Read through the REFLECTION section using
the close reading strategy
• Make margin notes about potential places
that you can show evidence of student
learning + and places where you need to do
additional work -
Knowledge of Students within the
Standards
• Read through the “Knowledge of Students”
standards using the same close reading
protocol as during “Reflection”
• Make notes in the margin about potential
places you can show evidence of student
learning + and places you need to do
additional work to meet the standard
Reflection about Standards
• I used to think ________ about NBPTS
Standards but now I think _______ about
NBPTS Standards because….
• Share with partners to your left and to your
right
Website Exploration
• Using a 3x5 card…
• Write down three questions you still have
about the NBPTS process
• Go to www.BoardCertifiedTeachers.org; try to
find answers to your questions and record to
share out.
• Still have questions that you didn’t get
answered? Discuss…
Here we go!
Foundations Part 2
Processes and Timelines:
How Does This Work?
4 Components
Component
Name
Evidence
1
Content Knowledge
Assessment Center
2
Differentiation in Instruction
Student Work
3
Teaching Practice and Learning Environment
Video
4
Effective and Reflective Practitioner
TBD
26
How will it roll-out?
• Rollout over the course of three cycles:
2014-15*
2015-16
2016-17
C1: Content
Knowledge**
C1: Content
Knowledge
C1: Content
Knowledge
C2: Differentiation in
Instruction
C2: Differentiation in
Instruction
C2: Differentiation in
Instruction
C3: Teaching Practice
and Learning
Environment
C3: Teaching Practice
and Learning
Environment
CTE not available until 2015
World Language and Music
Component 2 in 2014; Component 1 not
available until 2015
C4: Effective and
Reflective
Practitioner
Deadlines
• Start with any component(s)
– Registration deadline December 31
– Pay NBPTS fees by February 28
– Component submission date: May 16
– Content Knowledge Assessment window:
Flexible Timeline
Start Date
Start 2014
Start 2015
Start 2016
Start after
2016
Complete
Date
2017
2017
2017
In one year
Complete
Date
NA
2018
2018
In two
years
Complete
Date
NA
NA
2019
In three
years
Costs
To NBPTS
• $75 each year (cycle
enrollment fee)
• $475 per component
Cohort Support Fees
• Check with your cohort
support provider for
information.
OSPI Conditional Loan
You pay:
$75 yearly enrollment fee
$475 first component
OSPI Loan:
Pays component fees for 2nd,
3rd and 4th components:
$1425
To qualify for the loan:
• Apply per the timeline
• Participate in an OSPI
Approved Support
Cohort
• Pay cohort fees per
cohort timeline
• Pay first component in full
to NB
• Complete “Foundations”
through cohort or Jump
Start.
Content Knowledge:
Component 1 Overview
• Assess content knowledge in your cert
area
• Address entire age range, not just the
grade you teach
• Held in a testing center
• Timed responses
• Computer context requires practice
Component 1 has two parts:
45 Selected Response Items (SRI)
– Multiple choice response to text excerpts
– 60 minutes
• Three Constructed Response Items (CRI)
– Longer responses to a teaching scenario
– 3 items, each 30 minutes 90 minutes total
Plan ahead!
Content Knowledge Assessment window is
March 2 – June 15, 2014.
Pearson Testing Centers
• WA
–Seattle
–Renton
–Yakima
–Kennewick
–Spokane
• OR
–Beaverton
–Salem
–Medford
• ID
–Boise
Preparation Strategies
• Read the NBPTS standards carefully for clues
• Consider your expertise in grades you have not
taught
• Find help
– Experts in your building/district
– Recently-published texts or curriculum guides
– Washington state curriculum standards in your content
area
– Textbooks about teaching
– Websites
Differentiation in Instruction:
Component 2 Overview
• Written commentary of 10 to 14 pages
• Analysis of student learning
• How does your feedback impact EACH
student’s learning?
• Goal setting is key
• Work for this component follows the
Architecture of Accomplished Teaching
structure
Teaching Practice and Learning
Environment:
Component 3 Overview
• Video Entry (specifics are not yet defined)
• 10 to 14 page Written Commentary
• Description, analysis and reflection of teaching
practice
– Engagement strategies
– Scaffolded and logical learning sequence
– Evidence of student learning ON VIDEO
Effective and Reflective Practitioner:
Component 4 Overview
• This component has not yet been defined
• We don’t know what kind of evidence will be
required
• In the past, this component must show how a
teacher’s work beyond the classroom impacts
student learning within the classroom
Mapping Your Own Journey
• What makes sense for
– your professional life?
– Your family
– Your finances
– Your sanity?
Timelines
• Start with any component(s)
– Registration deadline December 31*
– Pay NBPTS fees by February 28*
– Student Work Component submission date is May 16
– Content Knowledge Assessment window is March 2 – June 15,
2014
*Conditional loan recipients are required to meet the registration/payment
timeline according to the loan
Questions?
Foundations Part 3:
Three Ways of Thinking and
Writing about Teaching
3 Kinds of Writing
• Description, Analysis, and Reflection
Prompt 1
• Describe a concept, specific strategy, and/or
activity that you have used with students.
Provide sufficient detail for someone else to
understand the approach you used.
Description
• Describes what you know and observe about
your students
• Gives background information for what you
do in the classroom and why you do it
Descriptive Writing Qualities
• Accurate and clear explanation
• Clear and logical order of the elements or
features of the event, person, concept, or
strategy described
• Precise, supporting evidence that would allow
an outsider to “see” whatever is described
Prompt 2
• How effective was the strategy, activity, or
concept development in exercise 1?
• What evidence to you have to support this
claim?
Analysis
• Deals with reasons, motives, evidence, and
interpretations
• Not “I wish” or “I feel”
• The focus of the writing is not on what
happened but rather why it happened
• Back up your conclusions with with evidence
or examples that make your point clear to the
assessor
Analytic Writing Qualities
• To explain why a particular teaching strategy
was successful
• To develop a rationale
• To explain what a student’s performance
suggests about your teaching
Analytic Writing
• Did you find writing this exercise harder or
easier than the descriptive one?
• Was it easy or difficult to find evidence?
Prompt 3
• What changes might you make and why?
Reflection
• Consideration of practice--what is your next
move?
• The subject of the reflection should be
available to the reader
• Focus is on why something happened and
how it will effect your future instruction
Resources
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Scoring Guide
Directions
NB Glossary of Terms
www.boardcertifiedteacher.org
Technology
• Technology assistance available through our
district includes:
–…
Ethics
• As your facilitator I:
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facilitate your journey, not direct it
provide support that is fair, objective, equitable, and respects
confidentiality
stress that all work submitted must be the candidate’s own
ask probing and/or clarifying questions.
encourage deep analysis and reflection based on evidence
collected in the classroom
respect many teaching styles as representations of
accomplished teaching, and will not show my own videos and
papers as exemplars
give feedback, never estimated scores
help candidates find resources and comply with assessment
procedures.
Cohort Purpose
– Builds a sense of community
– Increases collaboration time
– Provides additional opportunities for feedback
– Allows for certificate specific conversations
– More likely to lead to success
Cohort Make-up
• Component 1 will be supported:
– Date
– Time
– Location
– Cost
• Component 2 will be supported:
– Date
– Time
– Location
– Cost
Questions?