National Board Resource Center at Illinois State ...



National Board Resource Center at Illinois State University National Board For Professional Teaching Standards Session # 1 – Introduction to the Cohort & the NBPTS ProcessPlanning for Session 1Expected work completed Prior to Session #1Read the NBPTS 5 Core Propositions. Download and have access to the Guide to the National Board Certification, Standards for your certificate area, and General Portfolio Instructions for Component 2 & 3. Put these in your binder or electronic system.Skim through the component documents to become familiar with organization and information. Expected outcomes from Session 1: by the end of Session #1, candidates should be able toBegin to build cohort community through introductions, information and goal setting/reflection. Frame their expectations toward the National Board process. Show familiarity with the National Board ethics as guiding principles for our actions within the cohort.Clarify how Adult Learning Principles are integrated into the National Board process.Affirm having had a voice in setting up the expectations for the cohort norms developing a safe environment for discussion, sharing teaching practice and reflection including responsibilities of group participation.Show awareness of the 5 Core Propositions as key ideas behind accomplished teaching, regardless of the certificate area. TopicsTime Notes on Facilitator, Returning Candidates & First Time CandidatesWelcome / OverviewFraming National Board Expectations15 - 30Facilitator sets tone for cohort being a source of support to candidate. Consider using the suggested group interaction or another from the facilitator resource to set tone for interactions and sharing. First-time candidates may have some anxiety now that it’s “real.” Returning candidates may have anxiety or questions about the impending score they will receive. Notice you have a choice of 2 organizers. Resource 1.1 can be used with all, if you feel this is appropriate, and Resource 1.1A targets the returning candidate’s previous experience. Using resource 1.1 and 1.1A help frame expectations for all candidates. Sharing your expectations may be useful.As returning candidates express anxiety about receiving scores, this may lead to nervousness for first-time candidates. You may want to address this topic upfront.Ethics20-60Understanding the “why” behind ethics is important for both first-time and returning candidates. Mixing your groups, first-time and returning, could be beneficial. You may have used these scenarios in Application before with some of your candidates, if so, have them take the lead on small group discussion. Adult Learning Principles15-30Not only do candidates need to be aware of the use of Adult Learning Principles in National Board but they need to begin to process their role and use of these principles. This is appropriate for all candidates.Norms15 - 30Ask if returning candidates might be willing to discuss norms used previously. First-time candidates may have norms to share from previous group work. Roles & Responsibilities20-25Entire Group. 5 Core Propositions20-25Ask returning candidates to lead as appropriate. Locating Resources 20-25Ask returning candidates if they would be willing to lead this topic. Session Closure10-15NBCT leads. Preparing for Next Session10 -15Entire Group. NBCT Facilitator models and explains. Evaluation10 - 15Entire Group. Eventually the group will determine the agenda for the next session.Overview of Session 1Topics—There are 3 topics for Session 1. As facilitator, you need to decide what are the needs of your candidates/logistical constraints and chose accordingly. Remember, topics presented or skipped, can be inserted into later sessions as appropriate to meet candidate needs. Remind the group that the idea is that the cohort is a professional learning community where all members have opportunities to share their practice including the facilitator. This sharing will evolve as the year progresses, but everyone is considered an “expert” on their students, thus will have important information to share with the group. Returning candidates may be more comfortable with sharing their practice early in the cohort year, but this is very dependent upon the cohort.Facilitator PreparationBe sure to review Guide to National Board Certification—latest version available. Facilitator NotesC3 Resource 1.0 Letter to Candidates is intended to be sent out to candidates to clarify information about the cohort. Consider sending out before your first cohort meeting and modify as needed. You may have a cohort of all first-time National Board candidates, a combination of first-time and returning candidates, or a cohort of candidates together for a second year. This session is appropriate for all 3. As facilitator, you need to decide what are the needs of your candidates/logistical constraints and chose accordingly. Remember, topics presented or skipped, can be inserted into later sessions as appropriate to meet the candidate’s needs. If you choose to do the topic Framing National Board Expectations, you may find “passing” my previous component a fear or hope for returning candidates. If candidates have questions about how scoring of entry occurs, you may choose to review C1 Session 1 as a resource. Be sure to acknowledge the anxiety, stressing all the ways students and practice benefit from this job-embedded PD. Scenarios number 1 and 3, for Ethics topic, have actual NB responses found on C3 Session 1.4 and C3 Session 1.4 is an answer key for the scenarios. For facilitator, two separate resources have been prepared expanding on C3 Session 1.6 Resource. They are called 1.8 Resource and 1.9 Resource. These are for you as facilitator to consider how these principles may impact your work with candidates as you plan your sessions. Development of group norms, done collaboratively, can require several conversations. Put the time in now as you begin your work and revisit norms as often as needed. If you find your cohort struggles with norms as the year progress, revisiting the norms through the lens of the explicit (norms) and implicit (unspoken norms) responsibilities of being part of a cohort group may help readdress the need. If your cohort is a mix of returning and first-time candidates when planning for the topic 5 Core Propositions, you may want to consider giving a copy of C3 Session 1.12 Resource; providing time to discuss if needed or as part of preparing for Session 2 providing background information. This activity is most appropriate for first-time candidates. Returning candidates may have been previously exposed to this article, “What Teachers Should Know & Be Able to Do”. If your cohort is a mixture of first-time and returning candidates, consider placing Locating Resources at the end of the session and invite returning candidates to decide if attending meets their need or ask returning candidates to lead this unpacking. Virtual Facilitator SuggestionsConsider establishing an online parking lot.Consider using a shared Google document when application or extended practice calls for use of chart paper. Procedures & ActivitiesMaterialsMinutesTopic: Welcome-Framing ExpectationsPurpose: To begin to build cohort community through introductions, information and reflect on last year’s growth and this year’s experience. To assist candidates with framing their expectations toward the National Board process. Key Information:The cohort setting can be an integral part of candidate support.Setting the tone from the beginning is important.Procedures/Practice: Re/Introduce yourself and your role as facilitator especially for candidates new to the cohort. Review/explain the support from National Board Resource Center (NBRC). Begin with an expression of appreciation and excitement for choosing the National Board Journey or returning to the National Board Journey.Take a moment, and survey the room asking candidates to acknowledge if they are returning candidates or first-time candidates. Consider using one of the suggestions from Enhancing Your Session such as High 5 to help candidates become accustomed to sharing. Ask candidates to share something about them professionally, and/or personally. Be sure to set the guidelines. This helps get the conversation going. You might do High 5 several times changing the parings allowing more candidate pairings. Affirm the energy and expertise in the room. Establish/review any parking lot or other routines including logistics such as meeting dates and times.Decide, as a group, how to address questions placed in the parking lot. You may want to ask one of the candidates to list questions on chart paper or set up before session begins. If any questions can be answered as session continues, you might pause and respond. Remember if you don’t know how to respond, acknowledge this and let candidates know you or perhaps one of the candidates will be seeking the information and sharing responses back at the next session.IF cohort is earning Professional Development Hours (formally CPDUs), remind candidates to sign in at every session as soon as they arrive – make this part of the initial routine every time candidates arrive. Explain Professional Development Hours process as needed.Give first-time candidates resource 1.1 Best Hopes, Worst Fear and returning candidates resource 1.1A Where I was, Where I am going. Explain that this activity is meant to frame expectations toward this year’s journey. Explain that the organizers are different because first-time candidates may be feeling anxious toward the unknown NB process. While returning candidates have had previous experience with the NB process, so the expectations for returning may be based upon experiencing impact on practice/students. Encourage candidates, who feel comfortable, to share their thoughts. For Professional Development School Cohorts, share & discuss your cohort goal, adjusting as necessary. As cohorts discuss where to display goal. Remind cohort that National Board is job embedded Professional Development—NOT an “add on”. Throughout the sessions, you will be connecting National Board principles and structures with Danielson & CCSS. District initiatives are also supported through National Board participation. State today’s topics. Tell returning candidates that while today’s agenda topics may seem familiar, many ideas such as NB Ethics are always good to review and recommit to together. Chart paper for Parking Lot or Google documentMarkers/PensNametagsParticipant AgendasSign in sheetLCD projectorC3 Resource 1.1 Worst Fears, Best HopesC3 Resource 1.1A Where I was Where I’m goingC3 Power Point Slides 1-3Topic – EthicsPurpose: To introduce and become familiar with the National Board ethics as guiding principles for our actions within the cohort.Key Information:Ethics assures the integrity and fairness of the National Board process.Ethics are clearly outlined by National Board.Consequences for non-adherence are clear and public. Adherence to these guidelines is expected as candidates and once you are a National Board Certified Teacher. Procedures: Convey to candidates that National Board Ethics and Adult Learning Theory Principles are two of the foundational supports of the NB process & that without an adherence to and understanding of both, Ethics and Adult Learning, National Board would not be as effective as it has been shown to be advancing practice and student learning. Begin by defining ethics as a code of morality or a similar definition. Follow up by asking for input or agreement with this definition OR have cohort define ethics for themselves.Point out that both the Facilitators and the Candidates share the responsibility for understanding and honoring NBPTS Ethical Guidelines. Explain why NBPTS has such clear ethical guidelines and expectations—see belowMaintain integrity of NB Certification and prevent any unfair advantage of one candidate over another.Discuss this reason if needed. Give candidates C3 Session 1.2 Resource-NBPTS Ethical GuidelinesTake a few moments to allow candidates to look over Ethical Guidelines.Solicit questions and/or comments about ethical guidelines.Application: Share one or several ethical scenarios. You may choose to organize the cohort into smaller groups to discuss the same or several different scenarios. Pass out C3 Session 1.3 Resource Ethic Scenario(s) to candidates. Ask candidates to read the scenario and determine if the support actions are ethical or unethical. If unethical, ask for further explanation using the NBPTS Ethical Guidelines as a guide. You may choose to further the conversation by asking how to change the scenario to become ethical or unethical. Emphasize to candidates that when confronted with a situation that does not feel ethical, the candidate should pause, reflect using the guidelines and seek additional assistance if necessary. You may want to share the consequences of unethical behavior C3 Session 1.5 Resource. Consider asking, returning Candidates, if they can connect an ethical guideline to their experience as a candidate. C3 PowerPoint Slides 4-16C3 Resource 1.2 NBPTS Ethical GuidelinesC3 Resource 1.3 Ethics Scenario(s) C3 Resource 1.4 Scenario ResponsesC3 Resource 1.5 Guide to National Board Certification 2014 – pages 15 & 1615-30Topic - Adult Learning PrinciplesPurpose: Clarify how Adult Learning Principles are integrated into the National Board process.Key Information:Adult Learning principles were used as these sessions were planned. Candidates may not fully appreciate these principles but need to have awareness and conversation around their meaning. Both the facilitator and candidate need an understanding of Adult Learning. Often when adults do not find professional development opportunities productive, the answer lies in non-implementation of one or more Adult Learning Principles.As candidates become more aware/comfortable with these principles, they may begin to reflect on their next steps using Adult Learning principles as a guide. Procedures: Explain and discuss the purpose of this topic. Explain one “why” behind this topic is that having an understanding of Adult Learning Theory can be a resource tool to use to analyze and reflect in order to deepen understanding of the individual candidates journey in NB. Often a candidate’s background knowledge is in stages of childhood through adolescence learning principles and not in developing an understanding of adult learning principles. List Adult Learning Principles found below. You may want these on one chart paper, projected electronically or on individual sheets of paper depending if you choose to do activity. If you are choosing the Application below, consider how, or if, you want to use slides 16-29. You may want only to use the slides with the description of the principles or have conversation around the follow up slide on what the facilitator will try to do and the candidate’s response. You may prefer to wait on these response slides until after the application is completed. Order of slides and use of slides is optional. See Application below. Discussion may be combined with application. For Virtual Facilitators, consider using Google format when use of chart paper is called for. Discuss each principle with their description. Give candidates C3 Session 1.6 Resource Adult Learner Overview Candidate.Adult Learner’s need to know the why, what and the how.Self-concept of the adult leaner is autonomous and self-directing.Prior experience of the adult learner is a resource and provides existing mental models.Readiness to learn is life related and developmental task related.Orientation for adults to learning is problem centered and contextual.Adult Motivation to learn is intrinsic value and personal payoff. For facilitator, two separate resources have been prepared expanding on C3 Session 1.6 Resource. They are Resource 1.7, 1.8 and 1.9. These are for you as facilitator to consider how these principles may impact your work with candidates. Application Elicit from candidates, as each principle is read, what this might look like/sound like. This may be combined with Procedures. Then share the T-chart for each principle detailing the actions of Facilitator and Candidate that support this principle. For the T-chart, place principle at top then write “Looks Like” on top to T to the left and “Sounds Like” on top of T to the right. Unpack with examples from practice. For example, perhaps a candidate has attended PD for a new mandated district initiative. Here the “why” behind a topic would be due to mandated district initiative. Remember, examples can be both negative and positive. Stress, if negative examples are shared, not only the action or absences of action of facilitator but the corresponding action of candidate. Discuss how awareness of adult learning principles may impact reactions &/or feedback to a given situation. C3 PowerPoint Slides 17-29Chart paperMarkersLCD/computer internet connection if viewing videoC3 Resource 1.6 Adult Learner Overview Candidate Facilitator Additional ResourceC3 Resource 1.7 Adult Learner Overview FacilitatorC3 Resource 1.8 Facilitator Considerations for AL-chartC3 Resource 1.9Things AL Know for Sure 20-60 Topic – NormsPurpose: Ensure that all participants have a voice in setting up the expectations for the cohort norms developing a safe environment for discussion, sharing teaching practice and reflection. Key Information:Sometimes when professionals come together, norms are adopted from previous experiences/work or never created.The work of National Board involved candidate’s taking risks, opening up their practice and improvement. Norms should support this work. Procedures: Point out how the principles of Adult Learning Theory, Self-concept of the adult learner is autonomous and self-directing and Adult Learner’s need to know the why, what and the how are related to the developing norms as a group. In other words, adults expect to be treated like an adult and to be part of the process. Share with the candidates that one of the purposes behind the cohort developing norms is also to create conditions that instill respect and are safe to take risks in order to support conversations about improving practice and student learning. Recognize and verbalize, as you determine norms, that work in this cohort requires you…* to take risks about sharing and explaining decisions made as part of planning, instruction, and analysis of your practice,* to open up your practice and ask questions of each other,* to keep the goal of improvement of practice as a focus will help determine what norms make sense for your cohort and what norms do not.Emphasize—the focus of norms must stay on improvement NOT evaluation. Candidates need to feel safe in this cohort and the determination of cohort norms is one way to support this.Application: Create group norms. Remind candidates to use the Adult Learning Principles as a resource while developing norms. Share ideas for norms you have formulated or solicit ideas from the cohort.Do not feel pressured to completely develop cohort norms today. This should be fluid based upon the group. Development of group norms, done collaboratively, can require several conversations. Put the time in now as your begin your work and revisit norms as often as needed.Consider also discussing how to process when a norm is consistently not adhered to. Display norms at future meetings. This may be as a table topper, on chart paper, shared Google document. Since this may be the first time the cohort/candidates have processed norms, ask for volunteer candidates to make the norms ready for “publication” in order to create ownership of norms. C3 PowerPoint Slides 30-31Chart paperMarkersShared Google documentExamples of norms for meetings-optional 15-30Topic - Roles & ResponsibilitiesPurpose: Explore implicit and explicit responsibilities of group participation linking to group norms.Key Information:Responsibilities and norms often overlap. Responsibilities have public or explicit expectations and implicit or implied individual expectations.Implicit expectations around the responsibility of working as a group when left unsaid, can lead to issues.Members of groups may not even realize that they bring implicit expectations to the group. Procedures: Confirm that candidates read and review Roles and Responsibilities of Candidate, Facilitator found in C3 Session 1.9 Resource. If not, allow time to review. Solicit questions, comments about Roles & Responsibilities of Candidates and Mentors. You may choose to track this on your question sheet from the beginning of session.Explain how the partnership agreement was developed based on previous cohort input from facilitators/candidates but also that roles and responsibilities are the action piece to the principles of Adult Learning and uphold the NBPTS Ethical Guidelines. Discuss with candidates how being a member of a cohort has both explicit responsibilities, as outlined in C3 Session 1.10 Resource, and implicit responsibilities. For example, an explicit responsibility outlined in the Partnership Agreement is attending meetings. For some candidates, completing work between meetings might be an implicit responsibility of attending meetings. Implicit responsibilities vary by individuals, context and group dynamics. Discuss how a person may not even be aware that they bring implicit responsibilities to group expectations. Application:Explain that the purpose of the activity is to look more closely at the explicit responsibilities of working as part of a cohort and to explore the implied responsibilities that members also bring to the working as a cohort. Begin by reminding the candidates that the explicit responsibilities have been outline in candidate and mentor roles and responsibilities. Continue explaining that sometimes, groups find that the implicit responsibilities of group participation are the roadblocks to operating as a group that might become a norm. For example, coming prepared may not be a norm but is an implied expectation. Explore with candidate implicit responsibilities of group participation. Be sure to flesh out responsibilities being explored.List these for all to see and reflect upon.Decide as a group, if any of these responsibilities need to be part of group norms. Modify group norms IF needed.Consider as an option as your cohort continues throughout the year if you find the cohort struggles with norms, revisiting the topic Roles & Responsibilities especially discussing the explicit (norms) and implicit (unspoken norms) responsibilities of being part of a cohort group. C3 PowerPoint Slides 32-33Copies of C3 Resource 1.10Partnership Agreement as appropriate15-30Topic – 5 Core Propositions Purpose: To introduce the 5 Core Propositions as key ideas behind accomplished teaching, regardless of the certificate area. Key Information:5 Core Propositions are representative of what all accomplished teachers share in their expertise and dedication to advance student achievement.All certificate standards and entries are grounded in these Core Propositions.The Core Propositions elevate our work to a profession. Clarification: The Carousel activity in Session 1 asks the candidates to summarize each Core Proposition. In session 2, candidates are asked to give examples from their practice that show evidence of each Core Proposition.Procedures: Explain that as Ethics and Adult Learning Theory are at the heart of the National Board process. National Board also has 5 Core Propositions that are considered comparable to medicine’s Hippocratic Oath setting forth the vision and framing the qualities of accomplished teaching. Describe how the 5 Core Propositions are representative of what all accomplished teachers share in their expertise and dedication to advance student achievement. Preview for candidates, that the 5 Core Propositions are embedded in their certificate specific standards and how candidates will be showing evidence through their cohort work this year of these standards. Therefore, the understanding of these Core Propositions will facilitate upcoming work, regardless of certificate of teaching level or chosen certificate. Demonstrate the connection between the 5 Core Propositions and Danielson Framework for Teaching by sharing C3 Session 1.11 Resource 5 Core Propositions and Danielson Framework for Teaching. Explain that this resource is from NBRC and can also be found on the NBRC web site.For Facilitators, you may want to consider, if your group is a mix of returning and first-time candidates or if your cohort is all returning candidates, to just give a copy of C3 Session 1.11 Resource providing time to discuss if needed or as part of preparing for Session 2 for all candidates. This activity is most appropriate for first-time candidates. Application: Explain to candidates that they will be doing a carousel activity. Organize the cohort into 5 groups giving each markers and chart paper. Virtual Facilitators could create a Google Doc with a Core Propositions on each page and share it with their cohort group to record then share ideas, Pass out C3 Resource 1.12 “What Teachers Should Know and Be Able To Do”. Assign each group one of the 5 Core Propositions.Explain that at the top of each chart paper groups should write their assigned proposition.Using jigsaw strategy, each group will be creating a summary description of the assigned proposition underneath. Place each poster on the wall allowing enough room for a carousel activity.Ask each candidate to use their article or Proposition/Danielson resource as they move through each poster reading then adding to description as needed. Allow about 5 minutes to add comments.Consider placing these posters in a your staff lounge or other area where candidates have visual access to each. This may be more appropriate for professional development schools.C3 PowerPoint Slides 34-35C3 Resource 1.11 5 Core Propositions and Danielson Framework for TeachingC3 Session 1.12 Resource 1.12 “What Teachers Should Know & Be Able to Do” found on the site 20Locating ResourcesPurpose: To encourage candidates to become familiar with National Board websites & emphasize that the candidates are the experts on their certificate areas.Key Information:National Board provides several important resources for candidates. Being familiar with available resources can help a candidate as they work towards certification.National Board maintains an 800 number and email at NBPTSCandidateSupport@ to help clarify questions a candidate might have. Procedures: Convey to candidates that there are many resources to use as they work on National Board Certification. One of the most important resources is their profile. You will be logging into your profile every session. Show the resources & websites to assist candidates in locating resources & become familiar with how to locate specific kinds of information.Demonstrate & explain these critical candidate support resources: National Board Resource Center at ISU often called NBRC (pronounced n-brick).Support line is available by calling 1.800.22.TEACH which has specific hours of operation so check the site for further rmation on the revised NBPTS process is found at Application: Share with candidates that checking their profile often insures accuracy and helps develop a comfort and habit with the site at Instruct candidates to log into their account. Have candidates work in pairs to complete the scavenger hunt to locate key resources for their certificate areas in order to continue familiarizing themselves with resources. Access to internetLCD projectorC3 PowerPoint Slide 36 C3 Session 1.13 Resource-Scavenger Hunt for WebsitesC3 Session 1.14 Resource-Scavenger Hunt for WebsitesAnswer Key 20 Closure As you bring this session to a close, refer back to the title of the session Introduction to Cohort and NBPTS Process. Come back to the idea that the topics presented today and the resources utilized were to begin to develop the foundation pieces center to the National Board process. These foundational topics were Adult Learning, Ethics and 5 Core Propositions. Also, this session was meant to designate time to begin to build a foundation toward our collaborative work with such topics as Framing of Expectations, Roles and Responsibilities, and Norms. If you are a Professional Development school, be sure to refer to your goal. Discuss how today’s work supports success toward this goal. C3 PowerPoint Slide 10 Preparing for Next SessionPass out the C3 Session 2.1 Resource Note Taking Guide for Core Proposition 1 since knowing your students is essential as you make instructional decisions impacting student’s learning. Remind candidates of the link between the Core Propositions to Danielson discussed earlier, if needed or pass out C3 Session 1.11 Resource What Teachers Should Know & Be Able to Do article if this topic was not presented during the session. Explain that they will be applying Core Proposition 1 to their teaching assignment through reflection/examples and that this activity will be used at the beginning of session 2. Discuss the format of the organizer.Remind candidates that this organizer may be a resource as they begin to write their entry.Be sure to go back to list of questions generated in beginning of session and any questions on parking lot. Recap or respond to questions. If unable to responds to a question, make a plan to find out information. Involve candidates in seeking answers as appropriate.Preview the next agenda OR discuss timeline for communication with candidate, ie when to expect next agenda. Reference the “expected work completed list” found on the front of your Session 2 information. Remind candidates that if they haven’t already done this, they should download and begin reading standards.Remind Candidates to bring copies, electronic/hard, of their individual certificate standard related to knowledge of students including the standard statement to the next meeting. C3 Resource 1.15 PowerPoint Slides 37C3 Resource 2.1 Note Taking Guide for Core Proposition 1Calendars or schedule for upcoming cohort dates10Evaluation of session 1If you are using the Communication Update, remind candidates that their reflections will help guide future sessions. In the Professional Development Cohorts, either the teacher leader (PD cohorts) or a designated candidate can take notes from the group on the Communication Update form. The upper 2 questions on the form are the most important. Be sure to tell candidates at the beginning of the session that they will have a chance to “group evaluate” the session at the end. The intent is that one person is the note taker and the group responds to the top two questions. You want the candidates to reflect on what they learned about their students as a result of the work in the session and what they learned about their instructional strategies, approaches … as a result of this cohort session. The facilitator is not in charge of completing this form. In PD schools, this form may be used for communication with the administrator.You may also elect to have candidates complete an individual evaluation form. Even if it is very brief, be sure to include some kind of feedback opportunity at the conclusion of each session to allow for more efficient future planning and to ensure this is a safe environment for all candidates. You may elect to have candidates complete the ? sheet form – Reflection on Today’s Cohort Session. Virtual candidates fill out a Google Form for Reflection.Take a moment yourself to reflect on today’s cohort work. You may find it helpful to use the “Facilitators Reflection” area on the session description to record what went well, changes you’d like to make and next steps. Your feedback to the design team on the contents of this session is greatly appreciated. You can submit a copy of this form with your monthly logs.Evaluation sheet OR Communication Update formC3 PowerPoint Slides 38-3910 Facilitator’s Reflection on the Session—Introduction to the Cohort & NBPTS ProcessName _____________________________________________ What went well in this session?Changes I would make to this session My Next Steps NOTE: NBRC needs your feedback on session #1. Please feel free to Xerox a copy of this page & attach it to your monthly log with any suggestions or comments on what worked or didn’t work. You can also attach the session document with highlighted areas or notes. ................
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