CERRA National Board Candidate Support Workshop #8 Agenda. Essential Questions for Candidates. 1 Activity WS8.A min. 2 Activity WS8.

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1 CERRA National Board Candidate Support Workshop #8 Agenda Rationale Essential Questions for Candidates 1 Activity WS8.A1 2 Activity WS8.A2 3 Activity WS8.A3 4 Workshop Evaluation Materials Required to conduct WS Resources for Enrichment (Other materials that participants may want to use on their own after the WS) References WS8 Video Videotaping The video entries for NB Certification are complex. Teachers must plan for videotaping, manage the technology, and then analyze their practice and explain their thoughts and actions through their commentary. What is a good videotape where National Board is concerned? n What ways will I illustrate my inculcation of the NB standards, my thinking, and the instructional decisions I made during the video sequence? Workshop Sequence Each Teach Activity: This activity helps introduce candidates 45 min to the videotape entries. Candidates focus on the video information section of the portfolio and share the most important elements with other candidates. Questions that surface about videotaping and the video entry are addressed. Give out Videotaping Tips worksheet (WS8.A1.H2). (More information is included in the portfolio in the format specifications for each entry.) Video Preplanning: This activity helps teachers plan for videotaping by helping them focus on portfolio instructions. This work may help candidates decide what lessons/units to feature in their video entries. Teachers may want extra copies of the NB Video Entry Preplanning handout (WS8.A2.H1). Participants will not have time to complete the worksheets, but time should be provided for them to become accustomed to using the tool and sharing ideas with other attendees. Video Analysis: This activity takes place after teachers have videotaped at least one lesson for consideration in their portfolio. Candidates work together to analyze videotaped lessons in this workshop. Two handouts help focus teachers as they review the video entries (WS8.A3.H1 and WS8.A3.H2). Ask participants to complete the workshop evaluation form. Complete the CERRA feedback form and return it to CERRA. National Board Portfolio instructions for each participant Handouts for each activity min min Get Started portion of Portfolio instructions Video Recording pages Intro pages from the Portfolio instructions describing Entries Based on Video Recording Hopkins, Martha. Navigating the National Board Certification Process. Thousand Oaks, CA: Corwin Press, Chapter 4, pp. 127, National Board for Professional Teaching Standards. A Foundation for Candidate Support, NB Participant Guide Book, Section 1 National Board for Professional Teaching Standards Portfolio

2 CERRA National Board Candidate Support Workshop #8 Agenda instructions WS8 Video

3 CERRA National Board Candidate Support Workshop #8 Activity 1 Rationale: Each Teach National Board provides detailed information about video recording but questions still remain. This activity will provide an opportunity for teachers to collectively focus on the NB material and have additional questions addressed. Management Time: 45 minutes Materials: Portfolio Get Started section for each participant Each Teach Assignment Cards to give to candidates. 1 copy of WS8.A1.H1 for every 14 participants. Post-its or index cards on each table Easel pad & markers or equipment listed below Handout WS8.A1.H2: Videotaping Tips Equipment: Computer & LCD projector (or Easel pad and markers) PZM microphone (optional) for display Grouping: Individual Outcomes: Participants will recognize key elements in the videotaping Phase 2: Develop section of the General Portfolio instructions that is critical to their success. Participants questions about the videotaping process will be addressed. Instructions to NB Candidate Support Provider: 1. Distribute one of the 14 assignment cards to each participant. Assign two cards to some participants in small groups or group participants together to work on one card in larger groups. 2. Explain that participants are to review the assigned material and be prepared to identify and teach the key elements. Provide 10 minutes for participants to read and prepare. 3. Go through the section sequentially letting each participant teach. Support the discussion among the candidates. 4. Ask what questions remain or have surfaced. Have candidates write questions on Post-its or index cards. Share them at their tables or with an elbow partner and share their hunches about each one. 5. Present questions to the entire group. Record questions on the easel pad or on the computer. Respond to each. If the computer is used, answers could also be recorded and the document could be sent to participants electronically as a follow-up to the workshop. 6. Share Toolkit Videotaping Tips handout (WS8.A1.H2). Retake Processing: What are the things you feel are most important to communicate to a person who will be videotaping a NB candidate? Follow-up: 1. Practice videotaping your class. 2. Create a professional collaboration group (if you have not done so already) for the purpose of supporting each other through the NB process. View each other s practice videos. Use the Video Analysis Questions in the Get Started section of the portfolio as points of discussion and to hone your skills as an observer and analyst of teaching practices. Renewal Assessment Portfolio Center Pre- Candidacy WS8.A1

4 CERRA National Board Candidate Support Workshop #8 Activity 1, Handout 1 Each Teach Assignment Cards For use with Each Teach NB Toolkit Activity WS8.A1 You will need one set of cards for the Each Teach NB Toolkit activity. Form teams of two or three participants for larger groups. Extra card sets could be used as a grouping strategy in larger groups, thus all participants having the same card would work together. Why are your video entries important? Before you Get Started Permission Before you Get Started Equipment Video Recording Your Class How to Practice your Video Recording Analyzing Your Video Recordings Video Analysis Questions Video Recording Tips Improving Video Quality Video Recording Tips Improving Audio Quality Whole Class Video Recording Small Group Video Recording Video Editing and Audio Enhancement Submitting your Video Recordings WS8.A1.H1

5 CERRA National Board Candidate Support Workshop #8 Activity 1 Handout 2 Videotaping Tips Technical Considerations Poor lighting causes more poor quality in videotape pictures than anything else. NEVER tape toward windows. Either cover them or put the camera in front of them and shoot away from them. PE candidates and others who shoot outdoors or in gyms must avoid shooting into the sun or bright lights. There is at least a five second gap between the time the camera is turned on and the time the taping starts. This is also true for the copying process from the time the copying button is pressed. Allow for this and don t include anything vital in these first few seconds. Many camera mics will do a good job of picking up sound in front of the camera while eliminating or reducing sound from the sides. If you can buy a mic, try to buy a flat (also called boundary or PZM) mic. Lapel mics can work well in small groups, and a remote mic, mounted on a hand-held stick, may be very useful for PE candidates. Wrap the cord twice around the handle of the camera or a tripod leg to keep it from being pulled loose during filming. Some microphones have a battery. Be certain that it is fresh. If you are relying on the camera s battery, be sure that it is fully charged. It is possible to bump the sound up during tape copying, but this will produce fuzziness and louder background noise as well. It is OK to have a student s voice without an image of the student. Panning needs to be slow, and the camera might not get there until the student is well into his/her comment. You and your students do need to speak up more than normal. It is permissible for you to repeat what a student says if you fear that it will not be audible on the tape. Get professional quality tapes or high quality DVDs. The sound quality may be poor on up to 1/3 of regular tapes. NEVER use the first two minutes of the tape. This section is often of poor quality, especially the audio. You can set the tape past these two minutes before you submit it. To avoid snow on this part, tape it with the lens cap on as part of preparing for the taping session. Using headphones to check the sound is critical. You need to know, as you are videotaping, that the sound is working. This is not something you want to discover later in the day! The camera may be moved when taping to capture student reactions. Position the camera to view the teacher and the majority of student faces. The videographer can choose to walk around the room from area to area but the camera may not be turned off at any time. Planning Ahead Start taping early! Even if you don t get a lesson you can use early, YOU become more comfortable. You need to get to the point where you can focus on teaching, not on the camera. Your students will get used to the camera and begin to ignore it. Many teachers find it useful to place questions they want to ask on a clipboard as they move around the class. This may be especially important if the teacher is going from group to group and wants to ask each group the same or very similar questions. WS8.A1.H2 Page 1

6 CERRA National Board Candidate Support Workshop #8 Activity 1 Handout 2 Analyzing After If the videotape to be submitted is to have more than one part or section, give the most length to the best part(s). Have the students watch the tape the next day and let them pick out the best parts. Most students are extremely good at this and will nail the parts you should feature. Remember that the assessors want to see the students. They want student to student interaction more than they want student to teacher interaction. They don t want just teacher. If there is a handout or other written material and/or if there is a rubric used for grading the lesson, you may want to include these as instructional materials. Remember that no tape will ever be perfect and you don t have to have a perfect tape. In fact, problems that arise during the lesson can be used to show how you handle difficulties. If there are none, you can talk about how you anticipated them and headed them off. The main focus of the assessor is: How did you analyze and reflect? How well have you analyzed what you did with regard to the standards and your own learning goals? Have you shown knowledge of Students? Standards? Content? Have you shown awareness of misconceptions the students may have, and have you addressed helping students to overcome them? If there is a problem, admit it, discuss it, and address why it happened and how it can be prevented in the future. Although no tape will be perfect, it should meet the requirements as set forth in the portfolio directions. Good writing can offset a tape that is not top quality or a lesson with problems, but it cannot offset a tape that is not done according to instructions. Discussion doesn t mean lecture, small group doesn t mean free play, inquiry lab doesn t mean teacher demonstration, and classroom community doesn t mean chatting. Assessors read the written portion of the tape before viewing to get an idea of what is coming. They look on the tape for evidence of what you said happened, and it needs to be there. The assessor does not have to agree with your interpretation of what happened, but what you say has to seem possible and be backed up by the video. Many people have certified with a tape of poor technical quality, but the assessors are only allowed to view each tape once with no rewinding. They press PLAY on the VCR, let the tape run to the end or until the time is up, then stop it. They cannot fast forward or reverse to find the beginning or extend the time, or to watch or listen to something that wasn t very clear. You must be sure that what you send is ready to view. The value of having a good quality tape is that it lets the assessor focus on the lesson and how the tape is evidence of what you said in the writing, without having to struggle to make out faces and voices. Anything you can do to make the job of the assessor easier will pay off in a lower possibility of errors or confusion affecting your score. It is important to help the assessor identify the student(s) or incident(s) you re writing about. Watching the tape with the sound off may help you come up with identifiers so that you can give a cue of something that happened in the tape just before the evidence you write about is on screen. WS8.A1.H2 Page 2

7 CERRA National Board Candidate Support Workshop #8 Activity 2 Rationale: Video Preplanning It is always important to know where we are going before we begin a journey. National Board provides information about what is expected of candidates. Putting all of that information into one document brings focus to a candidate s planning and work. Management Time: minutes Materials: Participants should bring their National Board Standards and their portfolio instructions. Equipment: None Grouping: Table groups, individual work Outcomes: Participants will note important considerations from the NB standards, scoring criteria and video analysis questions for their video entries and will begin to map out potential lessons. Instructions to NB Candidate Support Provider: 1. Ask table groups to prepare a response to, What are your hunches about what NB is looking for in the videotaped entries? Have table groups report out to the entire group. 2. Hand out preplanning worksheets, at least two per candidate. (WS8.A2.H1). Instruct candidates to take a few minutes to write in the standards on which their score will be based. These may be found in the Standards Measured by section of each entry in their portfolio. 3. Ask participants to share a standard they must demonstrate and at least one way evidence of that particular standard could be seen in a videotape. Do this by table groups or, if the group is small, with the entire group. Participants may want to share additional ideas for demonstrating the standards. 4. Direct the group s attention to the Level 4 Rubric in their portfolio's Scoring Guide. The chart in the preplanning sheet asks candidates to break down the scoring criteria and brainstorm lesson/unit ideas that match the criteria. Allow time for participants to work independently and then to share. They will continue this work after the workshop. 5. Have the candidates turn to the Analysis of the Video Recording section of the portfolio for one of their entries. Have candidates use the last chart to write key phrases and words on the left and brainstorm evidence from lessons on the right. Processing: What aspects of your video(s) are becoming clear to you? What steps are you planning to take next? Follow-up: Review the Video Recording Overview and Video Practice portions of the portfolio. Retake Renewal Assessment Portfolio Center Pre- Candidacy WS8.A2

8 CERRA National Board Candidate Support Workshop #8 Activity 2 Handout 1 NB Video Entry Preplanning Portfolio: Entry # Standards for this entry: Write the standards that are the focus of this entry as they are listed in the NB Portfolio. This will help you focus on what is important for you to show that you know and are able to do in your video. Reread each standard while thinking about the ways elements of the standard can be demonstrated in your video or commentary. Std. # Standard Level 4 Performance Indicators: Establish targets for your work by reviewing the Level 4 rubric for this entry. In the left column write what NB values from the rubric. Use the second column to brainstorm ways that each indicator might be demonstrated in your video or commentary. Think of units and lessons you will be teaching that might best allow you to demonstrate the standards and meet the performance indicators. What is Valued Performance provides clear, consistent, and convincing evidence of: What it Looks Like WS8.A2.H1 Page 1

9 CERRA National Board Candidate Support Workshop #8 Activity 2 Handout 1 What is Valued Performance provides clear, consistent, and convincing evidence of: What it Looks Like WS8.A2.H1 Page 2

10 CERRA National Board Candidate Support Workshop #8 Activity 2 Handout 1 Video Recording Analysis Questions National Board provides questions in the Video Recording Analysis section of the Composing My Written Commentary portion of the portfolio to help candidates write their commentary. These questions will also help in planning. Write key phrases and words from the questions on the left. Brainstorm evidence you might be able to show from lessons you are thinking of videotaping. Which lessons seem best suited to providing the required evidence? After videotaping lessons you will want to review the lessons with these questions in mind. You can set up a similar chart to help you analyze each videotaped lesson to help you decide the relative merit of different videos. Questions to be addressed: Potential Evidence from Planned Lessons: WS8.A2.H1 Page 3

11 CERRA National Board Candidate Support Workshop #8 Activity 3 Rationale: Video Analysis Teachers may find it challenging to objectively analyze their own videos as they are so familiar with the lesson and students. It is helpful to have someone else review the video. Others will often see and hear different things. Management Time: 30 minutes per person in work group Materials: NB Portfolio instructions, Video analysis worksheets (WS8.A3.H1 and WS8.A3.H2) Equipment: TV, VCR or DVD player ideally one TV/VCR combination for each small group Grouping: Pairs or triads Outcomes: Candidates will receive feedback about a videotaped lesson. Candidates will analyze videotaped lessons. Instructions to NB Candidate Support Provider: Alternate Activity: 1. Divide candidates into pairs or triad work groups. Wherever possible pair candidates with others working in different certificate areas/age ranges. 2. Let candidates decide who will go first. That person should briefly describe the standards and level 4 performance indicators to the others in the work group. Handout (WS8.A2.H1) may be useful in presenting these details. 3. Instruct candidates to play up to 10 minutes of their videos twice; the first time without sound. Each person in the workgroup should note his/her observations on handout (WS8.A3.H1). Following the screening allow time for small groups to share their comments, to discuss which standards were evident, and to talk about the ways the video may match level 4 scoring criteria. Remind candidates that they are not to make judgments. Their job is to act as a coach. They may report their observations (give data) and, when necessary to clarify thinking, ask open-ended, mediative questions. 4. Allow time for each candidate in the workgroup to share his/her video following the procedure above. 5. Provide handout (WS8.A3.H2) for participants to use as they continue to analyze the videotaped lessons. This handout may be helpful in determining which portion of a videotaped sequence best demonstrates the NB standards. If time or equipment is not available candidates could discuss video analysis. They could be given handouts (WS8.A3.H1 and WS.A3.H2) to use on their own. Processing: What areas of your practice do you want to improve or further develop? Follow-up: Review the Video Recording Overview and Video Practice portions of the portfolio. Retake Renewal Assessment Portfolio Center Pre- Candidacy WS8.A3

12 CERRA National Board Candidate Support Workshop #8 Activity 3 Handout 1 Video Analysis Worksheet What do you see? View the video without sound to respond to each of the following: What is the extent of classroom involvement? What do you see that shows that students are involved? 1 What do you see that shows that students may not be involved? What can you tell about the teacher s level of involvement and awareness? What do you see that indicates whether students are or are not engaged in the lesson? 2 What facial expressions do you see? What does body language tell you? What do the facial expressions or body language tell you about 3 reactions to questions or answers? NB Vidoe Analysis Questions 4 6 What evidence do you see that students understand or do not understand? What tasks do you see students doing? 9 11 What do you see that indicates the nature of the classroom climate? What can you tell about student interactions? Can you see if all (some?) students were successful in meeting learning goals? What evidence might you have seen that students were not successful? WS8.A3.H1 Page 1

13 CERRA National Board Candidate Support Workshop #8 Activity 3 Handout 1 What do you see and hear? What is the extent of classroom involvement (e.g., are the same students doing all the talking)? 1 2 Are the students engaged in the lesson? How can you tell? What do students facial expressions and body language tell you about your instruction? NB Vidoe Analysis Questions 3 4 What kinds of questions do you ask? Can all questions be answered with a single word? How long do you wait for responses? Do you ask students to explain and/or defend a particular answer or approach? Do you ask students to compare or evaluate alternative interpretations or strategies? Were there any opportunities for students to ask questions? How would you categorize the students questions (e.g., did they indicate confusion and a need for clarification or understanding and extension)? 5 What roles (e.g., expert, facilitator, co-learner) did you play in the video recording? Was each role appropriate for the situation? 6 What kinds of tasks did you ask students to do? Did you capitalize on their previous knowledge and experiences? WS8.A3.H1 Page 2

14 CERRA National Board Candidate Support Workshop #8 Activity 3 Handout 1 What instructional opportunities did you take advantage of? Why? 7 8 What instructional opportunities did you not take advantage of? Why? 9 What evidence did you see of the students taking intellectual risks? Does the climate of the classroom provide a safe environment for getting something wrong? Do students talk to each other as well as to you? Do you encourage students to take risks, to speculate, to offer conjectures about possible approaches, strategies, and interpretations? Were the learning goals for the lesson achieved? Did you adjust the lesson so your goals could be achieved by every student? What is the evidence for your answers, both in the video recording and from other sources? 12 Explain how your design and execution of this lesson affected the achievement of your instructional goals. (Your response might include but is not limited to such things as the anticipation and handling of student misconceptions, the unexpected questions from students, the unanticipated opportunity for learning that you captured, or your planned strategy and its outcomes in the lesson.) WS8.A3.H1 Page 3

15 WS8.A3.H2 Video Analysis Portfolio: Entry #: Page #: Video WHAT DO YOU SEE? WHAT DO YOU HEAR? Counter Teacher Students Teacher Students NB STANDARD(S) NOTES OR COMMENTS CERRA National Board Candidate Support Workshop #8 Activity 3 Handout 2

16 CERRA National Board Candidate Support Workshop #8 Evaluation Workshop Evaluation Videotaping Which best describes you: Date of Workshop: Location: Facilitator: Pre-candidate Take One! candidate First time candidate Banker Renewal candidate Indicate the extent to which this training met the stated goals: Does Not Apply Low High Activity 1 Activity 2 To recognize key elements in the videotaping Get Started section of the portfolio that are critical to their success. To have questions about the videotaping process addressed. To note important considerations from the NB standards, scoring criteria and video analysis questions for their video entries. To begin to map out potential lessons. Activity 3 To analyze videotaped lessons. To receive feedback about a videotaped lesson. Describe the impact of this workshop in supporting your understanding and work toward National Board Certification. What are your additional personal areas of greatest need with respect to National Board Certification? How might you suggest the workshop (and/or materials) be revised or modified to better meet your needs? Other comments about the workshop or its presentation: WS8 Evaluation

17 CERRA National Board Candidate Support Workshop Feedback Name of Workshop: Date of Workshop: Location: Facilitator: Workshop Feedback (To be completed by the workshop provider and returned to CERRA) Which describes you? (More than one may be selected) Classroom Teacher District Office Personnel NB Liaison NBCT Other Workshop Participants by number: Pre-candidates Take One! candidates First time candidates Bankers Renewal candidates Based on the evaluation forms received from workshop participants, to what degree do you feel the workshop met, or did not meet, their needs? Tell about two things that went really well in your workshop. Which activities and/or handouts did you use or eliminate? If you used activities or handouts from other sources, briefly describe them, and would you be willing to share those with others in the CERRA network? How might you suggest the workshop (and/or materials) be revised or modified to better support your work with candidates? Other comments about the workshop or its presentation: Please return this form to CERRA, Attn: National Board Candidate Support Mail: CERRA, Stewart House at Winthrop University, Rock Hill, SC Fax:

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