NBPTS Candidate Mentor Training Agenda, 2009
INTRODUCTION/ICEBREAKER ACTIVITY
Activity
Welcome:
Facilitator will:
Disseminate initial materials
Introduce to group
Review agenda
Explain “parking lot”
Ask participants to take out the facilitation strategies log and
explain the purpose/function of the Facilitation Strategies Log
(identify strategies used throughout the training and think of how
NBCTs can use these strategies in their work with candidates)
Icebreaker:
Facilitator hands out the Ice Breaker: Fact or Fiction “puzzle
piece” to each participant. Participant NBCTs must find matching
partner, make introductions (name, certificate area, year of
certification), read & discuss fact/fiction, and be ready to share
with group.
Group share.
Materials
Poster-size post-it notes
Regular post-it notes
Small post-it notes
Set of markers
Highlighter, pens, pencils
Mentor Training manual
PowerPoint Slide: #1
Mentoring Candidates for the National Board
Process
Handout:
Facilitation Strategies Log (Facilitator has
completed form to reference)
Handout:
Copy of “Ice Breaker: Fact or Fiction” from
the NBRC training materials cut in a
pattern/puzzle that separates myth from
truth. Use statements from a variety of
areas (putting the entry together,
documented accomplishments, scoring,
assessment center, score reporting).
Time
5 min
20 min
Slide #2: Icebreaker Activity
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NBPTS Candidate Mentor Training Agenda, 2009
PART 1 – COACHING/QUESTIONING/FACILITATING
Activity
Overview – Day 1
Coaches Self-Assessment
The purpose of this activity is to activate participant’s prior
knowledge to help them become aware of their strengths &
opportunities for improvement as a mentor.
NBCTs fill out assessment form based on their current status –
keep on hand for later reflection
5 Core Propositions Comparison
Facilitator reviews the 5 Core Propositions and briefly discusses
similarities and differences
Roles of NBPTS Mentors
In small groups, NBCTs brainstorm NBPTS candidate mentor
roles, recording each role on a small post-it note. Once finished,
NBCTs place the small post-it note role on the big post-it note
mentor proposition under which the role fits. Debrief & review.
Using ppt slide of Side by Side 5 Core Propositions, relate 5 Core
Proposition of NBPTS to mentoring.
Materials
Slides #3 & #4:
Overview Day I
Part 1 – Coaching/Questioning/Facilitating
Time
2 min
Slide (s): none
3 min
Handout(s):
Coach’s Self-Assessment List
Slide #5:
Connecting NBPTS Mentoring to 5 Core
Propositions (Side by side 5 Core Prop.)
5 big post-it notes on wall, each has
1 of the 5 core mentor propositions
written on it (prepare ahead of time)
5 min
45 min
Slides #6-9:
Roles of Mentors (directions)
Qualities of a Good Mentor
No Recipe can create an NBCT
Jahari Window Activity
Highlight information on slides (Qualities of a good mentor & No
recipe)
Jahari Window Activity
Explain the Jahari Window handout (what mentors can/can’t,
will/won’t do for candidates) and tell NBCTs to connect their
Jahari windows with the brainstormed roles of NBPTS mentors.
Group share -- facilitator will emphasize the two questions at the
bottom of the page, and explicitly state that NBPTS mentors are
NOT responsible for candidates passing.
Handout(s):
Jahari Window handout
(Trainers binder will have targeted responses)
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NBPTS Candidate Mentor Training Agenda, 2009
BREAK – 10 minutes
**Before break, ask participants to document facilitation strategies
observed & share as a group
Working with Adult Learners
Using the chart titled “Are you interested in learning what the
experts have to say about adult learners?”, put NBCTs in pairs,
give them a number. Using the stick person handout, they must
create a quote that explains the difference.
Handout(s):
Facilitation Strategies Log (from previous
discussion)
Large post-it of sample #8 stick people created
ahead of meeting posted on wall
For example, #8, child says: “I’m like a sponge” and adult says
“I’m more like an old computer, I have a lot of files to go
through”.
Make it was fun. Have participants guess which difference their
quotes represented.
Handout(s):
Adult vs. Childhood Learners
Stick people handout
Adult Learning Principles (Daines & Daines,
Knowles, Lueck)
Adult learners with Caution (Goodlad)
Guidelines for Working with Adult Learners
(Imel)
** No matter which activity is chosen, facilitator should have
participants make a note to review the handouts. Facilitator
should highlight “Cautions” on “Adult Learner” handout
through discussion.
10 min
40 min
Slide #10:
Working with Adult Learners
Alternative option (good for larger groups):
Jigsaw in 4 groups (refer to part 2 writing for NBPTS – responding
to candidate writing on how to jigsaw)
Group 1 Are you Interested…(Child versus Adult Learners) Ohio
State University
Group 2 Adult learning principles “Daines & Daines”/ “Lueck”;
Group 3 Adult Learners “Goodlad”;
Group 4 Guidelines for Working… “Imel”
Each group presents a brief (4 min) non-linguistic representation
of the key points of their reading.
Facilitation Strategies
Create a large Post It for each of the titles listed below.
Split participants into 5 groups then assign each group to read and
summarize the following pages:
Lg. Post It with one of the group 1-5 titles
written on each.
15 min
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NBPTS Candidate Mentor Training Agenda, 2009
Group 1 Skills
Group 2 Roles
Group 3 Responsibilities
Group 4 Characteristics of Effective Groups
Group 5 Learning Community Behaviors
Have participants “carousel” the facilitation strategies by moving
groups through charts to address in 3 rounds:
Round 1 – Summarize the ideas from your reading
Round 2 – What are some “do’s” related to the topic on the sheet.
Round 3 – What are some “don’ts” related to the sheet’s topic.
Finish activity with a gallery walk and debrief with “Aha’s” using
the Trainer vs Facilitator slide
7 Universal Intellectual Standards
Read & discuss as a group the first 3 pages of handout
emphasizing the meaning and focus for coaching candidates when
responding to written commentaries – stress clear, consistent, and
convincing.
Using a different facilitation strategy, break into small groups and
assign each group one of the 7 universal intellectual standards.
Ask NBCT participants to title a large post-it with assigned
intellectual standard, define the standards, then, create a sentence a
candidate could write that would showcase the standard. Finally,
they have to create a Socratic question that helps guide the
candidate.
Facilitator should provide example:
(see below)
Slides #11 & #12:
Facilitation Strategies
Trainer vs. Facilitator
Handout(s):
Facilitator skills
Roles of Facilitators
Responsibilities of Facilitators
Characteristics of Effective Groups
Learning Community Behaviors
Example poster on “Accuracy” should be
prepared ahead of time.
25 min
Slide #13:
7 Universal Intellectual Standards
Handout(s):
Elements of Thought & 7 Universal
Intellectual Standards
ACCURACY
true, correct, exact
“All of my students learned!”
How do you know this? Do you have pre-test/post-test scores?
Discuss/debrief
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NBPTS Candidate Mentor Training Agenda, 2009
Cognitive Coaching
Review Cognitive Coaching States of Mind and Cognitive
Coaching Model slides.
Definition of holonomous = Holonomy is a term that was
coined by the physicist, Arthur Koestler. It means to be
simultaneously whole and part. When a person functions at
his/her resourceful best he/she is said to be holonomous.
Slides #14-18:
Cognitive Coaching States of Mind
The Cognitive Coaching Model
Building a Trusting Relationship
Behaviors that Build Trust
Coaching Behaviors
Explain to participants that a mentor’s role is to move the
candidate from their existing state of mind to a more conscious
state of mind. Through coaching, we can help the candidate to
develop efficacy, flexibility, etc. through the questioning process.
Handout(s):
Cognitive Coaching KWL Chart
What is Cognitive Coaching?
Cognitive Coaching (definition)
Why Cognitive Coaching?
20 min
Discuss building a trusting relationship/behaviors that build
trust/coaching behaviors.
Have participants complete the first two sections of the Cognitive
Coaching KWL chart. Then, have participants read “Why
Cognitive Coaching?” and ask them to complete the third section
on their own and connect content to NBPTS mentoring.
Socratic Questioning
Unpack Socratic Questioning slide and give NBCTs short time to
pre-view “Socratic Questioning Strategies”. Facilitator should
emphasize how this type of questioning leads the candidates to
make discoveries about their teaching and its effectiveness.
In groups, NBCTs go back to their big post-its (Universal
Intellectual Standards) to find out what kind of Socratic question
they had asked.
Note: Facilitator should continue to reference the 7 Intellectual
Standards already unpacked…keep up the lg. post its throughout
the entire training.
BREAK – Lunch
Slides #19 & #20:
Socratic Questioning
Socratic Questioning Strategies (directions)
15 min
Handout(s):
Socratic Questioning Strategies (Los Alamos)
30-45 min
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NBPTS Candidate Mentor Training Agenda, 2009
Architecture of Accomplished Teaching
Facilitator briefly reviews the Enhanced Architecture of
Accomplished Teaching and point out the resource, “Questions to
Support…” handout.
“Scenarios to Use in Exploring the
Architecture of Accomplished Teaching”
are located only in the facilitator guide and
should be cut ahead of time.
Using a different method than previously used, pair NBCTs and
pass out a scenario slip. NBCTs must answer the following:
1) Where is the teacher in the architecture?
2) What should the teacher do differently?
3) As a mentor, what Socratic questions could you ask to facilitate
the teacher’s thinking?
Slides #21 & #22:
Architecture of Accomplished
Teaching
The Enhanced Architecture of Accomplished
Teaching
Group share.
20 min
Handout(s):
Scenarios to Use in Exploring the Architecture
of Accomplished Teaching
The Enhanced Architecture of Accomplished
Teaching (MUST be printed in color)
Questions to Support Teachers through the
NBPTS Architecture ….
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NBPTS Candidate Mentor Training Agenda, 2009
PART 2 – WRITING FOR NBPTS
Activity
Overview of Writing for NBPTS
Ethics Related to Mentoring for Writing
Discuss with participants the ethical concerns with reading for
candidates by referencing the NBPTS Ethics document.
Facilitator may want to refer to previous Jahari Window activity
for issues/key concepts.
*Note: Emphasize that the best authority to answer questions is 1800-22-TEACH.
** NBCTs may be anxious about this topic. Participants may wish
to discuss this topic at length. Assure them that we will continue
this discussion throughout the training for each area. This
discussion will be related to the topic of writing.
Responding to Candidate Writing
IF TIME: Jigsaw – break into 3 groups – read & put main points
on big post-it note poster. When finished, gallery walk.
Group 1: mentoring roles and guidelines
Group 2: questioning strategies
Group 3: sharing information with candidates
If no time, assign packet as homework and use it to review day 1.
Unpack the rest of the handouts and mention as resources.
Note: Facilitator needs to make sure NBCTs are not sedentary and
working with the same NBCTs. Use “Chinese Fire Drill” or
“Quadrant Partners” to make pairs/groups.
Writing for the National Board Process (Descriptive,
Analytical, and Reflective Writing)
Have participants read/review “Writing for the National Board
Process”. As a group, clarify the differences between the 3 types
of writing.
Materials
Slide #23: Part 2:Writing for NBPTS
Slide #24:
Ethics related to Mentoring for Writing
Handout(s):
Refer to the “Ethical Issues in NBPTS” section
for documents entitled …
“National Board for Professional Teaching
Standards Guidelines for Ethical Candidate
Support”
“Explication of NBPTS Policy….Assessment
Performances”
Slide #25:
Writing for the National Board Process
Handout(s):
Mentoring Roles in Responding to Candidate
Writing
Preparing to Respond to a Candidate Entry
Additional Resources to use w/candidates:
3 Types of Writing Quiz
Example 1 writing (from candidate’s general
portfolio instructions pg. 27)
Analytical and Reflective Writing
(highlighting activity)
Slide #25:
Writing for the National Board Process
Time
1 min
15 min
30 min
(if have time,
otherwise
assign for
homework)
5 min
Handout(s):
Writing for the National Board Process
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NBPTS Candidate Mentor Training Agenda, 2009
Evidence: Accomplished vs. Lacking
In a whole group discussion, ask participants to develop Socratic
questions.
Follow up in pairs, NBCTs write Socratic questions that they
would ask a candidate in order to move from a lacking to
accomplished response for the second paragraphs. Debrief as a
group.
** Tell NBCTs that they can access other samples on the NBRC
website.
Writing Tools for Candidates
Unpack the handouts and discuss/review using the “how to’s” and
suggest uses (see below).
Facilitator Notes:
Candidates often are confused by the terms Instructional Context
vs Contextual Information. Use the handouts to clarify the
differences.
Sentence Stems Planner handout should be used in the beginning
stages of writing as a method for incorporating the question into
the candidate response.
Slide #26:
Evidence: Accomplished vs. Lacking
10 min
Handout(s):
Student Work Analysis (Accomplished vs
Lacking MC GEN)
(Facilitator may chose a different example
based on the certificate areas of their
participants)
Slide #27:
Writing Tools for Candidates
5 min
Handout(s):
Instructional Context and Contextual
Information
Model of Instructional Context w/explanation
of how to use with candidates
Sentence Stem Planner
How to Add value to my Portfolio Entries?
Active Voice Verbs (Bloom’s Taxonomy)
Evidence Checklist
“How to Add Value..” handout is best used once candidates have
already completed a first draft of an entry.
NBPTS Portfolio Development – reference how the handout is
Bloom’s taxonomy.
BREAK
10 min
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NBPTS Candidate Mentor Training Agenda, 2009
PART 3 – MENTORING FOR
DOCUMENTEDACCOMPLISHMENTS
Activity
Overview of Mentoring for Documented Accomplishments
Ethics Related to Documented Accomplishments
Discuss with participants the ethical concerns with reading for
candidates by referencing the NBPTS Ethics document.
Topics may include:
 Candidates must use their own activities and have done
them. Mentor does not choose activities or say if the
activity is “good” or “bad”.
 Communication Log must be of the current year (NBPTS
year is March 31st – March 31st)
 Mentors must temper suggestions… the ideas really should
come from the candidates. Avoid language that is too
specific because candidates will take your statements
literally.
 As a mentor, it is your responsibility to check the current
directions for your candidates.
Teacher as Communicator, Learner, and Leader
Review the three areas of documented accomplishments using
slide #31 and the Venn Diagram.
Use slide #32 to unpack handouts/tools giving NBCTs enough
time to ask questions and tab what is important to them.
*Facilitator’s Note: Emphasize the importance of explaining to
candidates that they must include information from all 3 circles of
the Venn Diagram. Mentors need to state that activities need to
show impact on student learning.
Materials
Slides #28 & #29:
Part 3: Mentoring for Documented
Accomplishments
Mentoring for Documented Accomplishments
Overview
Slide #30:
Ethics Related to Documented
Accomplishments
Time
1 min
5 min
Handout(s):
Refer to the “Ethical Issues in NBPTS” section
for documents entitled …
“National Board for Professional Teaching
Standards Guidelines for Ethical Candidate
Support”
“Explication of NBPTS Policy….Assessment
Performances”
Slides #31 & #32:
Three “Lenses” for Viewing Professional
Accomplishments
Tools for Candidates
10 min
Handout(s):
Documented Accomplishments Categories
(Venn Diagram)
Breaking Down the Entry
Practical Tips for Getting Started
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NBPTS Candidate Mentor Training Agenda, 2009
Unpack handouts and explain their uses.
Responding to Candidate’s Writing
Activity: In pairs, NBCTs will read each sample accomplishment,
looking for a thorough description, language of National Board
Standards, significance, and evidence of student learning.
Participants will come up with Socratic questions they could use to
guide this candidate. Discuss with a partner.
** If you have a large group, facilitator may want to assign 1 of
the 3 accomplishments to each group.
Closure/Reflection
Ask NBCTs to add comments to column 3 on their coach’s selfassessment form.
Have participants complete 1 post-it note for each of the
following:
 Burning Question
 Muddy Idea
 Best Idea
* Facilitator’s Note: only 1 idea per post it!
Guidelines for Doc. Acc. w/Level 4 Rubric
Guide for Collaborative Accomplishments
How to Document your Accomplishments
Doc. Acc. Contributions to Student Learning
Quantitative and Qualitative Evidence of
Teaching and Learning
Checklist for Entry 4 Descriptions
Evidence Checklist
Slide #33:
Responding to Candidate’s Writing
30 min
Handout(s): Documented Accomplishment
Examples 1, 2 & 3
Pre-made large posters for each of the
following:
 Burning Question
 Muddy Idea
 Best Idea
5 min
Slide #34:
Closure and Reflection
Handout(s):
Refer back to coach’s selfassessment form
END DAY 1
Approx. Total time 9 AM – 3 PM
(approx. 6 hours)
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NBPTS Candidate Mentor Training Agenda, 2009
INTRODUCTION/ICEBREAKER ACTIVITY Day 2
Activity
De-brief of Burning, Best and Muddy Ideas Post-its.
If given as homework, facilitate a discussion/review of the main
points of “Responding to Candidate’s Writing”.
Overview of Day 2
PART 4 – ETHICAL ISSUES in NBPTS
Ethics
Ask participants to review the NBPTS ethics handouts:
“Ethics & Collaboration” (from general portfolio instructions)
“National Board for Professional Teaching Standards Guidelines
for Ethical Candidate Support”
“Explication of NBPTS Policy….Assessment Performances”
Ask participants to identify specific questions related to ethical
issues and clarify if needed.
Role Play Activity:
Facilitator breaks NBCTs into groups to act out three unethical
situations.
Materials
Slide #35:
Overview of Day 2
Time
15 min
Slides #36 & #37:
Importance of Ethics
Role play ethics scenario
45 min
Handout(s):
Ethics and Collaboration (from Candidate
General Portfolio Instructions)
“National Board for Professional Teaching
Standards Guidelines for Ethical Candidate
Support”
“Explication of NBPTS Policy….Assessment
Performances”
Customer Service Support (1-800-22-teach)
Ethics/Etiquette for asking a mentor to read a
candidate’s entry
Ethics Scenarios (Situations that cause NBPTS
Investigations)
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NBPTS Candidate Mentor Training Agenda, 2009
PART 5 – MENTORING FOR VIDEO ANALYSIS
Activity
Overview - Videotaping “Rewind”
Facilitator provides overview of goals for this session.
Materials
Slides #38 & #39:
Mentoring for Video Analysis
Videotape Quiz
Time
10 min
NBCTs take quiz over videotaping basics.
Note: PZM = pressure zone microphone (flat table mic)
Process for Video Analysis
Discuss handout “Strategies for Groups to View Videotapes”
Whole Group Video Viewing Exercise:
Facilitator discusses with participants what to look for in the video
based on the certification. Then, read explanation at top of
handout for instructions on how to break into groups of four/how
to complete activity. Stress the purpose is to look for evidence (as
per level 4 rubric) and NOT to look for the negative aspects of the
teaching viewed. Emphasize to candidates that mentors must focus
on things actually seen &/or heard on video in reference to
evidence and directly QUOTE. View approx. 7-10 minutes of
video with participants making notes.
*Note: When mentors view alone rather than in a group, it is
suggested that the mentor view a candidate’s video 4 times (once
for each focus).
Handout(s):
Tips on Videotaping Quiz
(Facilitator has Tips on Videotaping Quiz w/
answers to reference.)
Slide #40:
Process for Video Analysis
30 min
Handout(s):
Strategies for Groups to View Videotapes
NBC Whole Group Video Viewing Exercise
15-20 min teaching videotape
(The video clip should show continuous
teaching without voice over narration,
preferably a MC/Gen video that was not
submitted to NBPTS. Be sure that parents
of all students featured in the video have
signed permission for public viewing for
teaching purposes. )
**Use Group A - Focus on Goals & Standards, only IF you have a
participant from the same certificate area as the video shown.
Regroup/Group Share.
BREAK
10 min
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NBPTS Candidate Mentor Training Agenda, 2009
Tools for Candidates
Review resources/tools by unpacking handouts and discuss their
uses.
Slide #41:
Tools for Candidates
10 min
Handout(s):
Videotaping Notes for Entries 2 & 3
Breaking Down the Entry
Understanding the Written Commentary
Video View Form
Searching for Evidence in a Videotape
Finding Examples of the Rubric and Standards
in a Video and Student Work Entries
(completed & blank)
Engaging Students T-chart
NBPTS Video Analysis Questions
Searching for Evidence in Videotape by Time
Intervals
I Need to Reflect Upon…
Evidence Checklist
Page 13
NBPTS Candidate Mentor Training Agenda, 2009
PART 6 – MENTORING FOR STUDENT WORK
ANALYSIS
Activity
Overview – Mentoring for Student Work Analysis
Using the Architecture of Accomplished Teaching
Facilitator unpacks tools that help mentors guide candidates
through the Architecture of Accomplished Teaching.
Discuss/review using the “how to’s” and suggested uses (below)
Materials
Slide #42:
Mentoring for Student Work Analysis
Slide #43:
Guiding Candidates through the Architecture
of Accomplished Teaching
Time
1 min
10 min
Handout(s):
Breaking Down the Entry
Understanding the Written Commentary
Analyzing and Assessing Student Work:
Some Food for Thought
What do you Look for when Analyzing
** Forms of Assessment and Constructive Feedback handout is
Student work…
used as a brainstorm activity for determining how teachers assess
Context of a Student
student learning. Teachers are then asked to discuss how they
What I Know About a Student
would provide constructive feedback to students.
Brainstorming Through the Process
Architecture of Accomplished Teaching
worksheet (Helix) Questions to Align
Decisions
Showing Evidence of How I Align Goals…
Forms of Assessment and Constructive
Feedback
Finding Examples of the Rubric and Standards
in Student Work Samples (blank)
Evidence Checklist
Slide #44:
70 min
Responding to Candidate’s Writing
Activity: Have NBCTs read portfolio entry example. Using the
Providing Feedback to Candidates for Analysis w/ LUNCH
level 4 Rubric, Portfolio instructions and scoring guide as mentor’s
of Student Work
BREAK for
reference, participants should respond to fake candidate entry by
participants
creating Socratic questions to guide candidate.
Handout(s):
whenever
EA/ELA Entry 2 Portfolio Questions
they need it
*Facilitator’s Note: Highlight that “Questions to Align Decisions”
will encourage candidates to think about the question whereas
“Showing Evidence of How I Align…” is a checklist of providing
evidence.
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NBPTS Candidate Mentor Training Agenda, 2009
Share your results with a partner.
Share your results with a second partner. This shows the
importance of more than one NBCT reading a portfolio entry!
* Facilitator’s Note: There are two scenarios (from different
levels). You may use either or both. Some NBCTs will need to be
challenged outside of their certificate area/comfort zone while
others will need to build their confidence.
** If lunch is on-site, facilitator may want to ask NBCT
participants to vote on what to do for lunch… option 1 = work
through lunch and take a break whenever they need to do so or
option 2 = finish reading then take the lunch break at one time
during the partner share.
EA/ELA Entry 2 Scoring Guide
EA/ELA Entry 2 Fake Sample Entry
EMC/LRLA Entry 2 Portfolio Questions
EMC/LRLA Entry 2 Scoring Guide
EMC/LRLA Entry 2 Fake Sample Entry
Evidence Checklist
Page 15
NBPTS Candidate Mentor Training Agenda, 2009
PART 7 – MENTORING FOR ASSESSMENT CENTER
EXERCISES
Activity
Overview – Mentoring for Assessment Center Exercises
Ethics for Assessment Center
Discuss with participants the ethical concerns with regard to
assessment center by referencing the NBPTS Ethics document.
(See Ethics section 4)
*Facilitator’s Note(s): At no time should an NBCT create a
question. The candidate should own the development of the
question.
Materials
Slides #45 & #46:
Mentoring for Assessment Center Exercises
Mentoring for Assessment Center Exercises
Overview
Slide #47:
Ethical considerations for Assessment Center
Mentoring
Handout(s):
Refer to the “Ethical Issues in NBPTS” section
for documents entitled …
“National Board for Professional Teaching
Standards Guidelines for Ethical Candidate
Support”
“Explication of NBPTS Policy….Assessment
Performances”
Pre-made Large Post It chart of KWL chart
handout
** Mentors should caution candidates about chat rooms, cliff notes
for NBPTS, all the answers websites. Candidates are better served
spending time on rubrics and standards in their certificate area.
Assessment Center KWL for Mentors
Carousel Activity
Create lg. Post It chart of KWL handout. Using the KWL handout,
ask NBCTs to fill out the first two columns on post it notes and
Slide #48:
post on the chart in the appropriate columns. Leave last column
Assessment Center KWL for Mentors
blank to fill in later.
Handout(s):
Assessment Center KWL for Mentors
Prepared chart paper with questions listed.
Brainstorm for Assessment Center
Use popcorn strategy to ask participants to answer the 2 questions
on the slide. Facilitator can document on chart paper.
Slide #49:
Brainstorm
BREAK
Time
1 min
5 min
15 min
15 min
10 min
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NBPTS Candidate Mentor Training Agenda, 2009
Assessment Center Working Agenda Review
Use internet access to pull Assessment Center working agendas
from the NBRC website agenda & show NBCTs where to find
them.
Briefly walk through the agenda with participants. Look at the
directions and discuss how prompts are derived from exercise
description and rubrics.
Unpack/Review and discuss handouts.
Assessment Center Resources
Unpack handouts using facilitator’s notes as a guide.
*Facilitator’s Note(s):
Directions for the Assessment Center KWR are to ask participants
to read directions and complete 1 line from an AC practice prompt
rubric and standards.
A CIA Heart can be helpful as a memory jog but doesn’t take the
place of reading the standards, knowing your content area and
truly preparing for the assessment center.
Slide #50:
Assessment Center Working Agenda Review
20 min
Handout(s):
Assessment Center Working Agenda
Evaluating Responses
Slides #51 & #52:
Assessment Center Resources (2 slides)
5 min
Handout(s):
Assessment Center KWR
A CIA HEART
Helpful hints for candidates…
Framework for Identifying Resources for
Assessment Center Exercises
Complete last column of KWL on chart paper
Page 17
NBPTS Candidate Mentor Training Agenda, 2009
PART 8 – Reflection
Activity
Wrap Up
Ask NBCT participants to review/complete their facilitation
strategies log. After appropriate time to write, ask participants to
share out.
Share the facilitator’s quote as closure for this section.
Materials
Slides #53 & #54:
Time to Reflect and Wrap Up
Facilitator Quote
Time
10 min
Handout(s): none
*Facilitator’s Note(s): If time allows, facilitator can open discuss
on TAKE ONE, renewal, and other topics as participants ask.
CAUTION: facilitator should NOT share information unless they
are sure that it is up to date and accurate.
** Facilitators need to refer NBCTs to the contractor in charge of
ITEP funding and mentoring issues (IKAN ROE)
Reflection
NBCTs add comments to column 3 on their coach’s selfassessment form.
NBCTs fill out remaining ½ of evaluation form.
Slide #55:
Reflect on this training
5 min
Handout(s):
Refer to coach’s self assessment form
END DAY 2
Evaluation form.
Approx. Total time 9 AM – 2 PM
(approx. 5 hours)
Page 18