Upload
valerie-tucker
View
225
Download
0
Tags:
Embed Size (px)
Citation preview
National Board: Processes,
Procedures, and Products
ASTL 6325Mrs. Erin Shaw, NBCT
ECYA Library Media 2006
Schedule 9:00-9:45 Break 10:00-11:30 Lunch 12:30-2:00
Goals for today Introductions Course expectations NBPTS material & other resources Reflect on your strengths Commitment Architecture of a lesson Evidence – learn how to build a wall Introduction from portfolio instructions Contextual information Homework-Develop a Plan
Introductions
Who are you and where do you teach?
What do you know about certification?
Are you a candidate? If so, what area?
What do you hope to get from this course?
My Information
http://astl6325.wikispaces.com (webpage with syllabus and class dates/times)
[email protected] Cell # 501-581-3013
Course expectations Attendance Print: certificate standards, portfolio
instructions, and scoring guide from www.nbpts.org
Products: classroom activities, draft of portfolio entry #4, a final exam
Grading: 300 points (test, draft, activities)
NBPTS Resources http://www.nbpts.org/ http://www.arkansased.org/educators/reco
gnition/nbct.html
Think about What makes you an effective teacher? What can be used for evidence? When is the last time that you wrote about
a classroom lesson? Have you saved artifacts for the last five
years?
Writing Prompt Write a brief description of a teacher you
remember positively from your experience as a student
List the characteristics you believe made that teacher so effective
Good teachers… Focus on student learning Work towards higher levels of thinking Understand different needs of students Reflect for improvement Continue to learn Network with others And…
Are you ready? Is your practice in line with national
standards? Are you able to fulfill requirements for
your desired certificate? Are you confident in your knowledge of
your certificate content knowledge? Do you have artifacts as evidence for
accomplishments in family/community, learner, leader/collaborator?
Do you have the time (200-400 hours?)
Alternatives to the Certification Process: Just learn the standards Support candidates Become an Assessor Take One!
Good teachers are alreadyaccomplished; do not change
the way you teach to become
certified.
Write a paragraph
I am an effective teacher for my____ students because…
Einhorn, 2002
Enhanced Architecture of Accomplished Teaching
START HERE:
•ASSESSMENT OF STUDENTS
•Who are they?
•Where are they now?
•What do they need and
when do they need it?
•Where should I begin?
Set high, worthwhile goals appropriate for these students, at this time, in this setting
Implement instruction designed to attain these goals.
Evaluate student learning in light of the goals and the instruction.
Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.
Set new high and worthwhile goals that are appropriate for these students at this time.
Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.
THE ARCHITECTURE OF ACCOMPLISHED TEACHING
What is underneath the surface?
Set new high and worthwhile goals that are appropriate for these students at this time.
Evaluate student learning in light of the goals and the instruction.
Set high, worthwhile goals appropriate for these students, at this time, in this setting.
Reflect on student learning, the effectiveness of the instructional design, particular concerns and issues.
Implement instruction designed to attain those goals.
Assessment of students: Who are they? Where are they now? What do they need and in what order? Where should I begin?
© National Board for Professional Teaching Standards, 2003. All rights reserved.
THE ARCHITECTURE OF ACCOMPLISHED TEACHING
What is underneath the surface?
Set new high and worthwhile goals that are appropriate for these students at this time.
Evaluate student learning in light of the goals and the instruction.
Set high, worthwhile goals appropriate for these students, at this time, in this setting.
Reflect on student learning, the effectiveness of the instructional design, particular concerns and issues.
Implement instruction designed to attain those goals.
Assessment of students: Who are they? Where are they now? What do they need and in what order? Where should I begin?
START HERE
Walls of Evidence
Build a strong wall of evidence that documents your teaching practice.
Portfolio introduction Note- instructions may vary by certificate. Introduction
Overview Guidelines
Use their language Read and re-read the standards Read professional literature
Homework Have a plan! –and- Read the Standards. Organizational Strategies Read Entry 4 and have accomplishment
ideas Questions?