PTDC Session4 F12

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National Board

Candidate Support

Session 4

CSU Fullerton

College of Education

©

Department of Secondary Education, 2007

Parameters for Candidate

Support

CSPs will

be available via e-mail to read entries and respond to questions

read written work ONLY once

ask questions to focus your entry, but not serve as editors

act as facilitators, but not as instructors, mentors or evaluators

©

Department of Secondary Education, 2007

Parameters for Candidate

Support

Candidates will

make connections within your group, and exchange contact information

collaborate and support one another

consult the www.nbpts.org or

1-800-22-TEACH

©

Department of Secondary Education, 2007

Sources of Evidence of

Teacher’s Performance

Samples of student work

Assessments

Videotapes of classroom practice

Documentation of accomplishments outside the classroom

©

Department of Secondary Education, 2007

Analyzing Student Work as

Evidence

Refer to:

Specific instructions for each entry

“Format Specifications,” provided for each entry

Scoring guide for each entry

Chapter 5 from Understanding

National Board Certification

©

Department of Secondary Education, 2007

Evidence Student Work

Provides:

What students are asked to do.

How student responses are interpreted by the teacher.

What the teacher does with the information provided by the student work.

©

Department of Secondary Education, 2007

What is “quality” evidence?

Evidence should relate to the stated learning goal/objective

Evidence should be specific

– focus when possible on what

students say, do, write, draw, ask

©

Department of Secondary Education, 2007

Student Work Analysis

Analysis of Instruction and Student Work

AYA ELA

–Danielle’s responses show she is able to analyze, understand, and appreciate texts. She writes in her journal how the book My Darling My Hamburger relates to a moral struggle

.

©

Department of Secondary Education, 2007

Student Work Analysis

Analysis of Instruction and Student Work AYA ELA

Danielle’s responses show an independent reader who is able to analyze, understand and appreciate different texts. For example,

Danielle shows understanding an appreciation when she writes that My Darling My Hamburger was “a great book with the emphasis on moral decisions and their effects.” Previously in her journal she stated “I think that Sean made the right decision by not marrying Liz. Not only were they both too young and still in school, but they would have a baby to care for and support also.”

Danielle is not only showing her understanding of the text, but also she ties her journal entry to the major emphasis of the unit

MC GEN Entry 2

Thematic Exploration: Connection to

Science

-In the first assignment Darryl follows the scientific process. It is apparent that he has a good understanding as he moves through the process and by his strong concluding hypothesis

©

Department of Secondary Education, 2007

MC GEN Entry 2

Thematic Exploration: Connection to Science

In the first assignment (observation of the water cycle) Darryl follows the scientific inquiry process. It is apparent that he has a good understanding as he moves through the process and by his strong concluding hypothesis. He articulates very well both the concept of the water cycle and how it was modeled in the experiment and the big idea of change in the cycle. An example of this is in his concluding hypothesis when he summarizes the process by stating, “the water vapor condenses…cooler air makes a cloud…water vapor accumulates…water droplets grow in size and become too heavy for the cloud…then precipitation is formed.”

©

Department of Secondary Education, 2007

What to Submit

If student work or material is

(a):

Piece of writing in any genre or form

Three-dimensional

Song

Film or Video

Oral Discourse

Software

©

Department of Secondary Education, 2007

Submit a:

Clear copy or original

Photograph

Written copy

Transcript and/or storyboard

Transcript

Written description and screen prints

When Choosing Student Work,

Consider the Following

The purpose of student work is to understand evidence provided in the written commentary.

Emphasize quality over quantity.

Choice of student work varies from one entry to another.

What kinds of things about teaching practice can and can’t be seen in student work.

Assessors are reading for evidence.

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Department of Secondary Education, 2007

Tips to Remember

Follow requirements in the “Format

Specifications.”

Submit only the number of student work samples required by the entry.

Show only student’s first name to ensure anonymity.

Consult each entry for page limits.

Include samples that are most important in your certificate area!

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Department of Secondary Education, 2007

The Bottom Line is That:

Student work presented as evidence should reflect clear connections between stated goals, accomplished teaching and student learning.

©

Department of Secondary Education, 2007

Entries Featuring

Assessment

Selecting students:

You should select at least six students as potential cases and collect or make copies of the assessments and the students’ responses. Only two or three of these will be chosen to analyze.

Selecting Assessments:

The assessments should be appropriate to the task and learning objectives to which they are matched.

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Department of Secondary Education, 2007

More about Assessments and Student Responses

The assessment may be the same for each student.

It may be formal or informal, but at least one of the assessments should be something produced by the student, although it does not necessarily have to be written.

The assessments may be given in any mode

(unless specified in the format specifications), and the responses may be collected in any mode, drawings, art, projects, models, presentations, essays, cloze exercises, tests, and others.

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Department of Secondary Education, 2007

Student work regarding assessment should show growth.

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Department of Secondary Education, 2007

Wrap-up

Parking Lot Questions

Next Session

“Effective Reflective Practice”

©

Department of Secondary Education, 2007

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