NBPTS RENEWAL ~
COMPONENT THREE:
Evidence of direct or indirect student impact
in a PGE through video or work samples.
Deconstructing Component Three
 After choosing four PGEs, take time to read
Components Two and Three.
 It is important to have PGEs that will work
within the guidelines of the two
components.
 At least two of your PGEs need to be
workable within a learning setting. If not,
then they may not be the best PGE’s to
showcase!
Review Directions for Component Three
 Check out the required evidence as described
in the renewal document.
 Complete Criteria for Component Three
worksheet, including how you will connect
your lesson to your chosen PGE.
 Read through the writing prompts, and
 Choose a PGE that is different than the one
you chose for Component Two.
Review Directions for Component Three
 Before going any further:
 Do a double check that you will be able to connect
your lesson to your chosen PGE!
 Be sure you can respond to the prompts, and meet
all the requirements!
 Use NBPTS renewal documents and resources to
guide you to make these decisions—the Profile of
Professional Growth, the evaluation rubric, the
standards from your original certificate, and the
five core propositions.
Review Directions for Component Three
 Lastly, review Component Three directions
to identify specific requirements under the
headings:
 Rationale,
 Requirements,
 Specific Prompts,
 Understanding the Requirements for This
Component,
 and Considerations for Thoughtful Selections.
Know Your Options!
 Component Three provides two options to
demonstrate direct or indirect evidence of
student learning.
 You can choose a six-minute, un-edited video of no
more than three segments OR
 You can submit up to eight pages of work samples.
 The learner(s) featured in Component Three may
be, but are not limited to, pre-K–12 students,
professional colleagues or community, parents, or
self.
Know Your Options!
 There is no preferred option!
 Be sure to choose the option that best allows you
to showcase:
o your inventive teaching,
o your commitment to diversity, fairness, and
equity, and
o that demonstrates a strong connection to your
chosen PGE and to student learning.
If You Choose to Create a Video:
 The video can be:
 a class lesson,
 an inservice,
 it may be a student produced work,
 or a student performance.
 Think about how you can best showcase your
PGE through indirect or direct student
learning.
If You Choose to Create a Video:
 The video does not have to be time stamped but
should still adhere to the guidelines for videotaping
that have been provided by the National Board. For
example:
 You need to appear in some of the video,
 You need to be able to see student faces and hear their
voices, etc.
 You will also have to submit a classroom layout form if
you choose this option.
 The same video guidelines from your original certificate
certification apply.
If You Choose to Create a Video:
 The video could have been recorded at any
time since you achieved National Board
Certification, but you MUST have:
 NBPTS Student Release Forms or
 NBPTS Adult Release Forms
….For anyone seen or heard in the video!
If You Choose to Showcase Student Work:
 Choose no more than 8 representative pages of
learner work samples.
 Learner work could have been collected at any
time since certification, but you MUST have
NBPTS release forms.
 Learner work you submit as evidence, must be:
 hard copy
 not reduced in size,
If You Choose to Showcase Student Work:
 Learner work you submit as evidence may include,
but is not limited to:
 teacher plans,
 responses,
 printouts of computer work
 documents
 scripting of classroom observations;
 notes from a post-observation conference;
 collage created by a learner for the lesson(s);
 transcript of a student produced video or podcast.
Written Portion of Component Three
 Once you have gathered your video or your student
work, then you will have only FOUR pages to respond
to the prompts in the component, all while
demonstrating the required evidence!
 Prompt 1:
 What is the broader context for the instruction that is the
focus of this component
 What were your goals for the featured lesson(s), and how did
they fit into the broader context of the instruction for these
learners
 Why is this instruction important for these learners at this
particular point in time?
Written Portion of Component Three
 Prompt 2:
 How has your learning or professional growth, as
described in the PGE, been applied in this component?
 Prompt 3:
 Where in the evolution of the PGE do these activities
fit?
 Prompt 4:
 Cite specific evidence of impact on learning from the
video recording or learner work.
Written Portion of Component Three
 Be sure to review your writing for:
 your certificate standards,
 content standards, and
 the five core propositions.
 Be sure to provide explanations and examples of
how the standards are intertwined in your practice.
Questions ?????
 Check the FAQ’s on the National Board Website
for answers to questions.
 Call 1-800-22TEACH for specific questions.
 Seek out a mentor through local or state
organizations.
 Contact a renewed NBCT for support through the
process.