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Report on UAS Narrative Data:
Analysis of NBPTS Reflections
By Alice H. Merz
August, 2005
Description of the data for analysis
1.
Two semesters of data, Fall 2004 and Spring 2005
2.
Three different instructors
3.
Three different masters’ level courses
Types of artifacts reflected on for the NBPTS.
1.
Lesson activities and lesson plans
 theatrical arts activity to understand sections of Shakespeare
 8th graders write books and read to elementary students
 national anthem to explore rights & democracy
 revision of student centered science units with student choice
 field trip around city and create one newspaper as a result
2.
Tools for teaching and learning
 blogging for psychology class
 Memory tools
 Power-point presentation of physical classroom arrangement
 Running record
 Reading log
 Classroom library refurbished
 Computer simulation
 revision of classroom rules
 spreadsheet for test results
 developing a generic writing rubric for the school
 History of the school
 Interviews with stakeholders or persons with expertise
3.
Service or Programs
 Grant proposal opportunity
 Service learning
 Staff development proposal
 Reflection of 4 guided reading meetings with a little bit of running record
 Cadet teaching program
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Summary of Candidates’ Reflections on how their artifact demonstrated their
growth in the 5 Core Propositions of the NBPTS:
NBPTS Core Proposition #1: Teachers are committed to students and their
learning.

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Teachers recognize individual differences in their students and adjust their
practice accordingly;
Teachers have an understanding of how students develop and learn;
Teachers treat students equitably;
Teachers’ mission extends beyond developing the cognitive capacity of their
students.
What are the candidates writing about?
1.
2.
3.
4.
5.
They are committed to the subject area for the students to learn.
a Breaking down the subject into organized, meaningful parts for students
b Activities that will further students’ knowledge about the subject.
The basic need of having enough teachers and money for the students in the
school and making that happen
Assessment
a Individually, even for group projects
b Summative assessment
c Combination of formative and summative assessments
d Using a variety of types of assessment for a lesson or unit
e Using Rubrics
i. expectations and consequences are known by all
ii. Helps with the organization and management
iii. Helps with consistency for students’ learning, especially across
disciplines
Methods for Facilitating learning
a Multiple approaches and perspectives to learning
b Projects that build on each other
c Students having a choice of activities or having an activity that is open
enough for students to tailor activity for themselves.
d Students working at own pace
e Relevance to students’ lives, community, country, or personal interests
Developing a classroom culture
a Rules, expectations, and consequences
b Freedom of expression through writing anonymously
c Responsibility for participating in discussion
What still needs to be brought out more explicitly by faculty and/or the candidates?
1.
Commitment tailored to students:
a Some candidates expressed commitment to the students’ learning the
subject with alternative tools for or approaches to learning. Some
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b
expressed commitment to the students. Would like to know more about
the details, with some examples of how they are committed, beyond trying
new things. In other words, more discussion about how this is about
whom their students are and their learning process.
No candidate specifically addressed equity or treating their students as a
whole person. More about what it means to treat students equitably and as
a whole person. More about how the candidates value their students.
2.
Results or consequences from multiple perspectives:
a Are candidates looking for unintended consequences of trying something
new? When trying something new, it is important to consider what you
gain. But it also important to consider if you are losing something. How
is that ‘ok’ or not ‘ok’ for the students and their learning in this situation?
3.
Learning about students:
a Candidates wrote about learning from the planning and the activity. As a
result, more was learned about the content and process. Would like to
know more about what they are learning about their students and their
students’ learning with the new project. Then, how does what they learn
about the students with this new project (activity, tool, or method) impact
their teaching further?
b Would like more detail about how the candidates are monitoring the
students’ learning during an activity and how that affected their teaching.
NBPTS Core Proposition #2: Teachers know the subjects they teach and how
to teach those subjects to students.
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Teachers appreciate how knowledge in their subjects is created, organized
and linked to other disciplines;
Teachers command specialized knowledge of how to convey a subject to
students;
Teachers generate multiple paths to knowledge.
What are the candidates writing about?
1.
2.
Knowledge described via
a Description of own expertise
b Videotape of teaching with no explanation about how or why she teaches
the way she does
Knowledge and pedagogy is illustrated by the resources, tools, or process
chosen.
a Making connections.
i. Candidate chose a song children would be familiar with for initial
activity investigating rights and democracy
ii. Addressed standards and integrated learning.
b Individual differences
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3.
4.
i. Giving more options and attention to the students
ii. Gain knowledge about students to inform pedagogy
1. Candidate states that the artifact was designed to help other
candidates learn more information about their students so
that they can make more informed decisions about the their
students.
c Multiple approaches or options
i. Incorporating multiple approaches so that students could learn
from multiple perspectives and to take advantage of their
individual differences.
d Described process of teaching a lesson: Pre-assess, teach, then talk about
applicability to students in last ten minutes.
e Process of consistency
i. Talks about helping the school to develop a generic writing rubric
by taking advantage of some persons’ expertise without stepping
on others’ toes. They are using their knowledge to develop a
teaching tool. Designing it and implementing it is collaborative.
f Differentiation of rubrics for different writing purposes
Knowledge and pedagogy is illustrated by being able to articulate the benefits
of an activity.
Stated that a candidate should use her expertise to teach that subject area and
not to teach outside of that expertise.
What still needs to be brought out more explicitly by faculty and/or the candidates?
1.
Tailoring Appropriateness:
a More information about what went into the decision to teach their
particular students this information in this particular way; Why was it an
appropriate method.
b One candidate talked about learning a tool for teaching, in this case
technology. Rather than talking about his knowledge of the discipline, he
talked about his knowledge of the tool. Would like to know more about
how the tool will further the students’ learning of the subject matter. How
will the tool give the candidate feedback that he would not have had
otherwise and how will he use the results to adjust his teaching? How
does the tool provide more appropriate/ meaningful learning of the subject
matter.
2.
Furthering one’s PCK (pedagogical content knowledge):
a Candidates stated what students may learn or get out of an activity, but we
would like to know what the candidate learned about pck through this
activity. In other words, how is what the candidates are doing furthering
their own pck.
NBPTS Core Proposition #3: Teachers are responsible for managing and
monitoring student learning.
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Teachers call on multiple methods to meet their goals;
Teachers orchestrate learning in group settings;
Teachers place a premium on student engagement;
Teachers regularly assess student progress;
Teachers are mindful of their principle objectives.
What are the candidates writing about?
1. Guiding student work
a. Organizing manageable chunks:
i. Candidate articulated how he broke the assignment into a manageable
chunk for the students to choose from.
ii. Candidate set guidelines and organized experience. Candidate
organized what activities were to be completed and scheduled them.
iii. More organization is involved for the students to have choices.
b. Monitoring & Feedback:
i. By having different groups or student choice, the candidates stated that
they were able to provide more assistance and feedback.
ii. By using a rubric, the candidate and students have the potential for
everyone to be monitored in the same way.
iii. Some candidates incorporated opportunities for formative-types of
monitoring.
iv. The candidate took it upon herself to talk to all of her students about
the good things they were doing. If there were areas of concern, she
would talk with them in the office.
v. Candidate designed a spreadsheet that could provide a tool for
monitoring students’ standardized test results. The candidate talked
about the potential for learning more about the students’ knowledge as
a result, as a way to plan to meet individual students’ needs better.
vi. Assessment:
1. Candidate assessed individually and as a whole group.
2. For some, the candidates’ students were involved in the
process.
3. The assessment was on-going throughout the project.
4. For some candidates the assessment or monitoring was
summative.
5. For some candidates the assessment and monitoring was ongoing and formative.
6. Candidate monitors students’ learning with multiple
assessments.
What still needs to be brought out more explicitly by faculty and/or the candidates?
1.
Informing Teaching:
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a
Would like to know about how the candidates use the results of the
monitoring or assessments to inform their teaching. What have they
learned about the students and their own teaching?
2.
Monitoring Methods
a Would like to know more about how the candidate monitors the students
more individually as they work in their groups.
3.
Multiple Assessments:
a While one candidate mentioned the he monitored the students’ learning
with multiple assessments, we need to find ways to encourage candidates
to incorporate this into their activities and reflections.
NBPTS Core Proposition #4: Teachers think systematically about their practice
and learn from experience.
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Teachers are continually making difficult choices that test their judgment;
Teachers seek advice of others and draw on educational research and
scholarship to improve their practice.
What are the candidates writing about?
1.
Seeing students in a new way:
a The candidate stated that she would like to do more of this activity in her
class, in the future. It allowed her to see some students differently, in a
positive way.
2.
Monitoring for success
a Candidate articulated that she had to be very systematic and monitor the
teaching and learning so that the activity could be completed successfully.
3.
Revising activity
a The candidate talked about how the activity was a new addition to a
previously developed unit. It was designed to bring in more personal
relevance to the students, even though the candidate chose the song. The
candidate suggested what the students would learn and why,
4.
Classroom managing:
a The candidate idea of consistency and consequences was affirmed.
5.
Keeping Current:
a Some candidates state that they keep current by reading and talking with
people. (Did not elaborate or give examples of the kinds of reading
material.)
Collaborating & Implementing:
6.
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a
b
7.
Using the spreadsheet that was developed to keep track of students’
standardized test scores required the candidates to work together to enter
the data. Candidate stated if they used this information then it would be
evident in their classroom.
Candidate stated that there is the potential for colleagues to learn about
writing and grading essays using rubrics and for that to generate more
dialogue with colleagues. As a result of a common rubric, the candidates
and students are learning about consistency and collaboration.
Reflecting
a Candidate talked about what she learned as a result of this new activity,
such as safety issues on field trip, organization, rubrics, and newspaper
layouts.
b Candidate stated that this activity that he taught advanced his pedagogy,
but no details or examples are provided to help the reader understand.
Candidate stated that he used the knowledge from the blogs, but he gave
no details or examples for the reader.
What still needs to be brought out more explicitly by faculty and/or the candidates?
1.
Vagueness of pedagogy and its impact:
a Some candidates were vague about the pedagogical practices and
implementation.
b Would like to make it clear that details and examples are important for the
reader to be able to understand what is changing and being learned.
2.
Pedagogical Content Knowledge (PCK):
a Candidates imply that their learning was in the implementation or revision
of the activities. Would like the candidates to articulate explicitly what
they learned about the interaction between their activity/methods and their
students’ learning.
b Would like to make it more clear that it is important that the candidates
think about what they have learned about their students as well as what
they think the students have learned.
c If candidates are learning about a new tool or method, would like them to
focus on how it is helping them to learn more about the subject and their
students’ learning.
3.
Tensions:
a The candidates want to present both their work and their students’ work in
the best light. However, sometimes this neglects the tensions that arise in
the teaching/learning process. How can we help our students think about
the importance of these tensions in a way that maintains respect for all?
NBPTS Core Proposition #5: Teachers are members of learning communities.
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Teachers contribute to school effectiveness by collaborating with other
professionals;
Teachers work collaboratively with parents;
Teachers take advantage of community resources.
What are the candidates writing about?
1.
Communicating activity to others:
a Some candidates mentioned that they have shared the activity or results
with their colleagues.
b Candidate stated that he was open to feedback from colleagues or
journals, but did not state how this affected this activity.
c Learning community was described as taking the final product from the
8th graders to the elementary school for sharing.
2.
Using resources to develop activity
a Some candidates listed all of the persons involved in influencing him as he
developed the activity.
b A group of candidates made a generic writing rubric for other departments
in hopes that they will use it.
3.
Keeping contacts current:
a Candidate talked about parents being informed.
b Candidate talked about keeping current by talking with colleagues, attends
workshops and seminars.
4.
Working together:
a Candidate talked about how the spreadsheet is providing a community of
learners with his teachers/colleagues. He states that it could be farmed out
so that teachers are not imposed upon, but this gets them involved more.
b Candidate talked in detail about all of the persons involved in this project
and the benefits that results for others. (nicely done)
5.
Leadership
a Candidate talked about seeing the potential of being a leader in his
corporation.
b Candidate helped to establish a PTA to address financial and complaints
of parents.
What still needs to be brought out more explicitly by faculty and/or the candidates?
1.
Impact of sharing:
a When candidate solicit feedback from colleagues or seek more
information from journals, it would be beneficial for the candidate to talk
about how this affected the activity.
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2.
Candidate as participant in class’ learning community:
a Some candidates talked about how they are helping their students to
develop a learning community in their classroom. However, the
candidates need to include detailed information about how they are a
participant in that learning community.
3.
More than just resources: More than a community of one.
a When the candidates listed folks whom they used as resources, it would be
nice to have a more detailed account of how this sharing encouraged them
to be a community who benefits and learns from each other. Otherwise, it
sounds like a community of one, the candidate.
Noteworthy comments about candidate work.
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One activity was inspired by an example the candidate had read about in class
(i.e., not related to an NBPTS artifact or reflection).
Things to think about
1.
Sub-components: The candidates need to be encouraged to incorporate and
think about the sub-components of the Core Propositions as well as the main
component.
2.
#3 was left blank by one student. Was it an oversight by the instructor to
assign it a 4? Was it an oversight by the student, because it seemed relevant
to the student’s activity?
3.
Relevancy: Candidates need to be careful that their reflection is not just
related to their own classroom, but that it is also related to the activity/artifact.
4.
Many candidates focused on what they did as opposed to being explicit with
what they learned. While learning may be inferred from planning and
implementing, it needs to be made more explicit.
5.
Revisions: Where do revisions of artifacts fit in with this reflection. How are
the revisions based on the candidates’ PCK (pedagogical content knowledge)?
6.
Timing and origin of artifact:
a When was this artifact done? Was it a part of a class assignment?
b Are these supposed to be related to their university course or just what the
candidate is doing in his or her practice?
c Do candidates need to have implemented their idea? Does potential impact
count or does it already need to have an affect on the candidate?
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7.
Focus on others / Focus on self: Candidates focused on others benefiting from
their activity. Directions say that focus is supposed to be about what the
candidate is learning.
8.
Proof-reading: Candidates need to proof-read their work. Scores are not
reflective of their lack of editing.
a One reflection was not written with standard English, and English may not
be the person’s primary language.
9.
Scoring: I found it difficult to discern if the score was reflective of the
artifact, the reflection for each category, the quality of writing, or some
combination of all of these. It would help to have that articulated or separated
for other folks examining the work.
10.
Choosing Artifact: Is the artifact chosen from a list or pre-approved by the
instructor?
11.
N/A: Does a N/A get averaged into the score? How can it if it is none
applicable?
a If there is an n/a by the students, then the student should note that it was
not applicable rather than not including it.
12.
NBPTS Certification: One concern that I have using the NBPTS is that we
are not using it in the same way that the board is, i.e., with not as much indepth analysis and accompanying evidence. This could cause some cognitive
dissonance for our students if they were to apply to NB’s. We are not helping
them to achieve NB certification. This activity may be misleading to them.
We need to clarify the distinction for them. Are we being disrespectful of the
Core Propositions to use them our way, rather than their way?
13.
Explicit Directions: Based on what still needs to be addressed more
explicitly, more explicit directions and recommendations for the reflection
would be helpful for the faculty and the students.
14.
Addressing sub-components of each Core Proposition. Not all subcomponents were addressed through the aggregation of the data. Each
candidate was primarily focused on the main Core Proposition or one subcomponent. How do we want to make sure that all of the sub-components are
addressed by our students and our program?
15.
Details from description to Core Propositions:
a Sometimes the candidates articulated the detail in the artifact description
and then did not reiterate it under the core proposition. We will want to
consider how to articulate the need to reiterate some details, if necessary.
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Indiana University – Purdue University Fort Wayne
School of Education
Master of Science Course in Elementary or Secondary Education
Format for Writing a Reflection
on an Artifact from an Educational Setting*
Include:
Your Name: _____________________________________ Program:______________
Course Number: ___________ Course Title: _________________________________
Instructor: ______________________________________ Date:__________________
Name of Artifact: ________________________________________________________
1) Description of Artifact
2) Reflections on how the artifact demonstrates your growth in the 5 Core
Propositions of the NBPTS Standards:
#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.
3) Your paper, description plus reflection, should be at least 1 single-spaced,
typewritten page.
*An artifact from an educational setting could include, for example, lesson plans and P12 student work, videotaping of teaching, or other evidence to show progressive
effectiveness as an educator. The effectiveness may not directly relate to the course
taken in the SOE at the same time, but should reflect general raised consciousness and
critical reflection, fostered by the program, about the processes that impact the planning,
execution, and outcomes of educational practice.