National Board Cohort

National Board Cohort

The resources for this candidate support has been created and provided by CERRA utilizing materials from the National Board of Professional Teaching Standards. No materials or resources may be used for profit by an individual or an organization. Additionally, all facilitators should adhere to the ethical guidelines for supporting candidates found at http://www.nbpts.org/wp-content/uploads/Ethical-Guidelines-CandidateSupport.pdf. 1 National Board Cohort

Meeting Six Housekeeping Make sure you signed in. Please sit in certificate similar groups. Burning questions from the homework? 3

Essential Questions What do I need to consider as I plan my work for Component 2? How should the Architecture of Accomplished Teaching impact my work for Component 2? How can I best describe my accomplished practice? How do I set my student goals? What are the prompts for the written commentary and on

the Contextual Information Sheet really asking me to do? How will National Board assess my work in Component 2? 4 Component 2: Essentials Student work High, worthwhile goals Alignment with needs and goals (AAT)

Knowledge of Students standard Student responsibility Differentiation Fairness, equity, and diversity Accomplished teaching over a period of time 5 Component 2: Essentials

Accomplished Teaching Plan based on KOS Measure students' progress Reflect 6 Set high, worthwhile goals Analyze

Determine next steps Make Connections to the AAT 7 Make Connections to the AAT 8

Make Connections to the AAT 9 Make Connections to the AAT 10

Make Connections to the AAT 11 Make Connections to the AAT 12 Weak connections between knowing students

and selecting the right goals means 13 From Accomplished Teaching: The Key to National Board Certification by Jennings, Joseph, and Orlando, 2007. Strong connections between knowing students and selecting the right goals means

14 From Accomplished Teaching: The Key to National Board Certification by Jennings, Joseph, and Orlando Setting goals The goal should state what is important for mastery with consideration of the

subject matter and developmental level of the students. High and worthwhile What evidence will demonstrate

mastery? Assessable Designed for the students at this time in this setting Describes what the students will know and what they will be able to do; be specific. Appropriate

REMEMBER: A goal is not an activity. 15 15 Analyzing the prompts

Look at the prompts below, which were taken from the Middle Childhood Generalist Component 2 Portfolio Instructions. Which types of writing are required? What would you need to include? 16 Unpacking the rubric Review the four different levels of the rubric provided at

the end of your certificate-specific Component 2 instructions. What are the main differences between each level? 17 Contextual Information Sheet What do your instructions ask for on the Contextual

Information Sheet? 18 18 Work Time *Peer review *Work on Contextual Information Sheet.

*Begin analyzing student work. 19 Homework, Preparation, and Advice Homework and Preparation: Before the next meeting, you need to complete the following: Complete the first two sections of the written commentary for Component 2. IMPORTANT REMINDER: If you have not registered and paid for your components,

you must do it before February 28th. Advice: It is time to push past planning and start doing. This may mean that you teach your identified unit or you start collecting student work or you start writing. Dont let time get away from you! Expect to make lots of revisions. It is part of the process. JUST DO IT! 20

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