Take One! Implementation Guide

Transcription

1 Take One! Implementation Guide 2009 National Board for Professional Teaching Standards. All rights reserved. NBPTS, NBCT, National Board for Professional Teaching Standards, National Board Certified Teacher, National Board Certification, Take One!, Accomplished Teacher and TEACH are registered trademarks or service marks of the National Board for Professional Teaching Standards. Other marks are trademarks or registered trademarks of their respective organizations.

2 Acknowledgements The National Board for Professional Teaching Standards acknowledges the contribution of the following individuals to the development of the Take One! Implementation Guide: Vickie Carson, NBCT Cyndi Herron, NBCT Ellen Holmes, NBCT Isi Kessel, NBCT 2

3 Table of Contents Acknowledgements...2 Welcome and Introduction...4 Section 1: Take One! At A Glance How Take One! Works...5 Take One! Eligibility...5 Benefits of Take One!...5 Take One! Materials...6 Take One! Roles and Responsibilities...7 Section 2: Take One! Policies and Guidelines Take One! Scoring Policy...10 Transferring Take One! Scores...10 Ethical Guidelines...11 Confidentiality Guidelines...12 Section 3: Take One! Recruitment, Registration, and Retention Recruitment...13 Registration...13 Retention...15 Section 4: Take One! Timelines Summary of Monthly and Weekly Timelines...17 Timelines...18 Appendices Appendix A...31 Appendix B...33 Appendix C...34 Appendix D...35 Appendix E

4 Welcome and Introduction Take One! Implementation Guide Welcome and thank you for choosing to coordinate a National Board for Professional Teaching Standards Take One! program. Take One! is an exciting professional development opportunity for your school or district. The National Board recognizes the commitment necessary to coordinate a Take One! program and appreciates your dedication to excellence in education. This Take One! Implementation Guide has been developed to support you during the process of establishing, coordinating, and managing your Take One! program. It provides a suggested framework for effectively implementing a Take One! program and is not intended to be used as a structured protocol or prescription for success. Whether you are working with teachers at an individual school or multiple school sites, remember that each Take One! program will have unique needs that will ultimately dictate the goals, structure, and activities appropriate for its participants. The Take One! Implementation Guide is organized into the following sections: Section 1: Take One! At A Glance Section 2: Take One! Policies and Guidelines Section 3: Take One! Recruitment, Registration, and Retention Section 4: Take One! Timelines Note: For detailed information on all Take One! procedures and guidelines, visit 4

5 Section 1: Take One! At A Glance How Take One! Works Take One! Implementation Guide Take One! is a unique offering from the National Board for Professional Teaching Standards (NBPTS) that provides a standards-based approach for improving teaching practice and links student learning to effective instruction. Teachers who participate in Take One! can sample the National Board Certification process, improve teaching practice in classrooms and schools, and begin the path toward National Board Candidacy, if they choose. Participants in Take One! study the NBPTS Standards for their teaching discipline and choose an appropriate certificate area. Next, they prepare and submit one video portfolio entry based on pre-selected guidelines by NBPTS for each certificate area for National Board Certification (see Appendix A on pp for a complete list of Take One! pre-selected entries for each certificate area). Additionally, participants submit a written commentary to support their video entry. Once Take One! entries are submitted and scored, participants can apply their score to the full certification process if they choose to become a candidate for National Board Certification. Take One! scores can be deferred for two years. The score will remain valid throughout the three-year certification cycle. Take One! Eligibility Take One! is available to all teachers including induction or pre-service teachers, principals, administrators, professors in colleges of education, and all educators who provide support for National Board Certification candidates. The only requirement is that educators have access to a prek 12 classroom to complete the portfolio entry. Note: Take One! participants can find the complete selection of certificate areas, corresponding standards, the Portfolio Instructions, and scoring information at Benefits of Take One! The impact Take One! can have in a classroom, school, or district is profound. The benefits from Take One! can lead to improved teaching, better schools, and, most importantly, increased student learning. Specifically, Take One! can produce in the following benefits: Better Teaching: Take One! improves teaching quality by providing teachers with the opportunity to reflect on their own classroom instructional practices within the context of NBPTS Standards. Better Schools: Take One! provides teachers and other educators with the opportunity to form professional learning communities with a common language for and commitment to improved student achievement. These communities offer educators the opportunity to have a sustained, integrated focus on student learning within individual schools and across districts and states. Better Learning: Take One! helps teachers plan and achieve specific learning outcomes and adapt their teaching practices to meet the needs of individual students. This focus on student learning reinforces a strong link between instructional goals and teaching practice. 5

6 Section 1: Take One! At A Glance (cont d) Take One! Materials NBPTS will send Take One! Materials to participants within three weeks of receipt of the online order and full payment. Participants should open their kits promptly to make sure that all materials are included. Participant kits should include the following materials: Take One! Activity Book CD-ROM containing standards, Scoring Guide for Candidates, and Portfolio Instructions Packing and shipping instructions DVD-R instructions VHS checklist Shipping Materials for Entry Submission o Bar code labels o Envelopes o One box Portfolio Instructions are divided into the following two sections: Part 1: General Portfolio Instructions: Part 1 is the same for all participants. The instructions for Take One! participants can be found in Appendix B (see p. 33) and in the How to Use the Portfolio Instructions found in Part 1 of the Portfolio Instructions. Part 2: Portfolio Entry Directions, Cover Sheets, and Forms: Part 2 is specific to the certificate area chosen by each participant. To simplify, the instructions are referred to throughout this document as Part 1 and Part 2. There are no eligibility requirements for Take One!, therefore participants will not receive verification forms with the materials. 6

7 Section 1: Take One! At A Glance (cont d) Take One! Roles and Responsibilities There are a number of responsibilities necessary to have the optimal outcome from your Take One! program. It is important that all parties involved in the Take One! process acknowledge that participants are ultimately responsible for developing their own NBPTS portfolio content and materials. There are, however, many ways that the education community can help. The responsibilities below have been divided among four different roles, including: Take One! Coordinators Administrators Candidate Support Providers (CSPs) Take One! Participants The lists below include some of the most critical responsibilities, but each individual program may have additional needs that are unique to that location. Take One! coordinators can also be school administrators, CSPs, or even participants, therefore there may often be overlap between the roles. Take One! Coordinator Responsibilities Take One! coordinators are the lead organizers of a Take One! program. They are responsible for bringing all of the parties involved together into a professional learning community. To achieve this, they must effectively facilitate collaboration between administrators, CSPs, and participants throughout the program. Specific responsibilities of Take One! coordinators include: Leading and managing the Take One! program Collaborating with administrators and CSPs Encouraging collaboration among participants Explaining the Take One! program to administrators, school board members, and other stakeholders Recruiting Take One! participants Assisting participants with registration Submitting payment for a participant group or cohort Giving guidance to participants about the Take One! process Recommending schedules to participants Providing deadline reminders for participants Assisting participants with securing resources (e.g., video cameras) Negotiating release time or paid professional days with administrators to allow participants to work on their portfolios Hosting participant workshops Facilitating discussions during workshops Arranging for CSPs to facilitate and guide participants through the portfolio submission process Providing participants with printing assistance 7

8 Section 1: Take One! At A Glance (cont d) Take One! Roles and Responsibilities (cont d) Administrator Responsibilities Administrators understand that Take One! is a valuable, job-embedded staff development program that will enhance the quality of education that children receive in their schools. Preliminary research has indicated that administrators play an important role in supporting a successful Take One! program. Specific responsibilities of administrators include: Securing funding (e.g., Title I or other federal funds or foundation grants) for cohorts of teachers to participate in Take One! Acknowledging the commitment and hard work of the participants Providing release time or paid professional days for participants to work on their portfolios Dedicating time in staff or grade-level meetings for participants to work on their portfolios Arranging for participants to have access to digital video recorders and a technology coordinator to record their lessons and transfer their footage to a selected media format Arranging for participants to have access to a TV and DVD player to view their videos Allowing groups to meet in the administrator s facility Becoming a Take One! participant Candidate Support Provider Responsibilities Candidate Support Providers (CSPs) work with Take One! coordinators to help participants maximize their experience. This is a role that requires knowledge of the certification process and the ethical boundaries of supporting teachers in a professional growth process (see Appendix E on pp for more information on NBPTS Ethical Guidelines). CSPs work with coordinators to facilitate groups of Take One! participants. Specific responsibilities of CSPs include: Staying up-to-date on the Take One! and certification processes Collaborating with coordinators and administrators Facilitating participant workshops Explaining the Take One! Process to participants Using questioning skills to elevate a participant s thinking Asking participants to show evidence of student learning Reviewing the Five Core Propositions, NBPTS Standards, and video and written entry requirements with participants Keeping participants focused on a timeline for completion Communicating regularly with participants, administrators, and coordinators Providing ethical feedback on videos and writing for participants Keeping participants engaged and positive Discussing participant concerns and issues Encouraging collaboration among teachers Monitoring the progress of participants Reminding participants to obtain all required release forms (e.g., student video release forms) 8

9 Section 1: Take One! At A Glance (cont d) Take One! Roles and Responsibilities (cont d) Take One! Participant Responsibilities Take One! participants commit to an individualized professional development experience that extends over several months or weeks and involves an in-depth, purposeful analysis of their teaching practice. Specific responsibilities of Take One! participants include: Learning about the time commitment required for Take One! Filling out and submitting the online application Submitting payments as appropriate Keeping their My Profile account up-to-date Reading the Take One! Participants section located in Part 1: General Portfolio Instructions (see Appendix B on p. 33) Becoming familiar with all participant materials, deadlines, and policies listed in the Take One! Participants section in Part 1: General Portfolio Instructions (see Appendix B on p. 33) Participating in workshops Completing all activities including the Reflection Guide worksheet (see Appendix C on p. 34) and Take One! Activity Book exercises Studying NBPTS Certificate standards Submitting Take One! portfolio entry video and written commentary Transferring Take One! Scores to National Board Certification Obtaining all required release form (e.g., student video release forms) 9

10 Section 2: Take One! Policies and Guidelines Take One! Scoring Policy Scoring for the Take One! portfolio occurs simultaneously with scoring for National Board Certification. To ensure fairness and accurate scoring, assessors are unable to distinguish Take One! entries from any other portfolio entries submitted by candidates for the NBPTS Certification program. All scores are processed together to reach psychometrically sound results. NBPTS anticipates that score results for Take One! entries will be provided on or before December 31 of the year in which the participant submits his or her entry. Scores for National Board Certification will be reported at the same time. Scores are released only to participants via My Profile on the National Board Web site. Transferring Take One! Scores After Take One! participants have received their results, they have three opportunities to transfer their Take One! scores to National Board Certification. For example, if participants receive their Take One! score in 2009, they may apply for full certification in any of the following certification cycles: (application deadline December 31, 2009) (application deadline December 31, 2010) (application deadline December 31, 2011) If participants choose to apply their Take One! scores to National Board Certification, they will need to contact NBPTS and request for the scores be transferred. Alternatively, participants may decide to discard their Take One! scores and complete the portfolio entry again when they begin National Board Certification. 10

11 Section 2: Take One! Policies and Guidelines (cont d) Ethical Guidelines All parties involved in Take One! need to follow ethical guidelines to safeguard participants and uphold the integrity of the Take One! and National Board Certification processes. NBPTS policies regarding ethical conduct for candidates of National Board Certification also apply to Take One! participants. Whether you are a coordinator, administrator, CSP, or participant, it is expected that you will uphold the highest ethical standards, and encourage everyone you are collaborating with to do the same. Below are some general ethical guidelines for coordinators, administrators, and CSPs who work with Take One! participants. When Working With Take One! Participants Do Don t Allow participants to make all decisions when creating entries. Offer encouragement to participants. Clarify portfolio entry directions for participants. Ask probing questions to elevate participants critical thinking. Ask clarifying questions to help participants determine if their question was fully answered. Ask questions to help participants determine if clear, consistent, and convincing evidence was provided. Allow participants to share submitted portfolio entries. Compare participants entries to other submitted entries. Judge the quality of the content for participants. Select the lesson for participants to video record. Help participants select portions of the video recording for submission. Offer opinions about the score that the participant will earn on the entry. Note: See the National Board for Professional Teaching Standards Guidelines for Ethical Candidate Support (see Appendix E on pp ) for more detailed information. 11

12 Section 2: Take One! Policies and Guidelines (cont d) Confidentiality Guidelines NBPTS policies regarding confidentiality for candidates of National Board Certification also apply to Take One! participants. NBPTS will take precautions to ensure that all participant information is confidential. Visit the Eligibility and Policies page on the NBPTS Web site at for more confidentiality information. Click on the 2009 Guide to National Board Certification for all NBPTS policies. Collaboration Guidelines The work that Take One! participants submit as part of an entry must be their own. Their written commentary, student work, and video recordings must feature their own teaching and their students work completed during the timeframe specified for Take One! completion. If participants are team teachers, encourage them to review their responses carefully to ensure that they feature their own teaching and students work. If a participant submits material that is identical to that of another participant, neither entry can be scored. NBPTS considers the following guidelines to be helpful and encourages Take One! participants to collaborate with their colleagues in the following ways: Practice recording classroom videos. Watch and analyze one another s videos prior to submission.* Read and provide feedback to each other on analyses and student work. *Note: Once videos are submitted, they cannot be shared and are considered the property of NBPTS. 12

13 Section 3: Take One! Recruitment, Registration, and Retention Recruitment Recruitment provides administrators and coordinators with an opportunity to explain the benefits of the Take One! process to participants, the required time commitment for the program, and the support they will receive through the process. Recruiting Take One! participants requires a well-orchestrated team effort. There are a variety of ways to encourage teachers to become Take One! participants including: Conducting interest sessions on Take One! Promoting Take One! during intercom announcements Making presentations about Take One! during staff meetings Placing Take One! flyers in teachers lounges Conducting informational meetings at a school site or throughout the district Inviting colleagues to become Take One! participants Using an in-district communication system or Web site to post announcements about Take One! and any accompanying contact information Inviting NBCTs to share their experiences during recruitment meetings Registration Once you have a group ready for Take One!, plan a sign-up party in a computer lab or another room with multiple computers, Internet access, and an LCD projector. There should be at least one computer for every three people who are applying, or, if there are not enough available computers, you should have more than one sign-up party. Set a celebratory tone by inviting the principal and other school administrators to speak. You may wish to serve refreshments. At the registration party, you will lead participants to the NBPTS Web site and help them complete their online order form. Make sure they complete the following sections of the order form: Personal background Certificate selection: Direct participants to go to the Portfolio page on the NBPTS Web site at and read the standards and Portfolio Instructions for their certificate area. Pathway selection: For world languages other than English, participants should select either the Spanish or French pathway. Acknowledgement: Participants must complete the attestation section. Confirmation: Participants should print two copies of their registration confirmation, one for you and one for their records. 13

14 Section 3: Take One! Recruitment, Registration, and Retention (cont d) Registration (cont d) As a Take One! coordinator, you may be responsible for submitting payment for a group. Key steps in the group purchase process include: 1. Deciding how many teachers will be funded to participate in Take One!. 2. Using the Volume Pricing Schedule to calculate the pricing discount and total cost.* 3. Completing a purchase order or submitting a check based on volume and mailing it to arrive at NBPTS headquarters no later than December 31. The check or purchase order must be accompanied by a transmittal form. 4. Informing participants that their Take One! kits will arrive within three weeks of receipt of the purchase order or check. *Note: Coordinators must submit at least 11 participants on the transmittal form to qualify for volume pricing Take One! Volume Pricing Schedule Number of Entries Price Per Entry 1 10 $ $ $ $355 Note: To learn more about the Take One! registration process, visit the Becoming a Take One! Participant page at for more details. Take One! Deadlines Ordering and Payment December 31 Entry Submission Withdrawal (partial refund) Deferral* April 15 April 15 (of the following year) 60 days from online order date or April 14 whichever comes first Scores available online On or before December 31 Ordering and Payment December 31 *Note: Once payments are made in full, participants may defer the submission of their entry for up to one year. No financial penalty is incurred. 14

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16 Section 3: Take One! Recruitment, Registration, and Retention (cont d) Retention To maximize the value of participating in Take One!, it is important that educators complete the process and prepare and submit their entry. There are several important steps you can take to improve the chance that participants will complete the process. From the beginning, it is critical for Take One! participants to understand the time commitment ( hours) and work required (attending meetings, reading standards and instructions, completing activity book exercises, video recording, etc.) to complete this job-embedded professional development activity. You should be honest with potential participants about the level of commitment necessary for Take One!. This will help potential participants determine whether or not the program is a good match for their needs. Other steps you can take to improve retention in the Take One! program include: Encouraging participants to develop time-management techniques Facilitating access to video equipment, video recording, and editing Arranging for support from NBPTS-trained Candidate Support Providers Contacting participants who miss a meeting to investigate if there is a problem Maintaining an ongoing dialogue with each participant Encouraging participants to complete the Reflection Guide worksheets at the end of each session Establishing cohort groups to facilitate collaboration and mutual support among participants Providing workshop opportunities for Take One! participants to interact in professional learning communities 16

17 Section 4: Take One! Timelines Adhering to monthly and weekly timelines helps ensure a successful Take One! program. The monthly timeline, which runs from August to April, is recommended because it provides participants and coordinators with more time and flexibility to meet important milestones. Not all participants, however, can begin the process as early as August. An accelerated 14-week timeline, which you may begin as late as January, is also provided. This weekly timeline is designed to correspond closely with the monthly workshops and activities at an accelerated pace. The table on the next page summarizes the monthly and weekly timelines and their corresponding workshops and activities. A detailed description of the workshops and activities, broken down by both month and week, follows. Your role during these workshops will be to facilitate discussions, answer questions, and lead individual and group activities. Participants will use the Take One! Activity Book throughout the workshops. 17

18 Section 4: Take One! Timelines (cont d) Summary of Monthly and Weekly Timelines 9-Month Recommended Timeline Month Activities/Workshops August Recruitment and registration activities September Workshops #1 and #2 October Workshops #3 and #4 November Workshops #5 and #6 December Workshop #7 January Workshop #8 February Workshop #9 March CSP feedback sessions and finalizing materials April Workshop #10 14-Week Accelerated Timeline Week Activities/Workshops Week 1 Workshop #1 Week 2 Workshop #2 Week 3 Workshop #3 Week 4 Workshop #4 Week 5 Workshop #5 Week 6 Workshop #6 Week 7 Workshop #7 Week 8 Workshop #8 Week 9 Workshop #9 Weeks CSP feedback sessions and finalizing materials Week 14 Workshop #10 18

19 Section 4: Take One! Timelines (cont d) Ideally, the Take One! process begins in August with recruitment and registration of new participants (see pp for more detailed information about recruitment and registration). Workshop #1 9-Month Recommended Timeline: September 14-Week Accelerated Timeline: Week#1 Learning Objectives At the end of this workshop, participants should be able to Explain the meaning of standards-based teaching. Describe the Five Core Propositions and identify their everyday activities that illustrate each proposition. Relate the NBPTS Standards to accomplished teaching. Use the Reflection Guide worksheet to assess their learning during the workshop (see Appendix C on p. 34). Suggested Workshop Activities 1. The coordinator will contact participants ahead of time and ask them to print out and bring their certificate standards and Parts 1 and 2 of their Portfolio Instructions to the first workshop. 2. The coordinator will facilitate a group discussion and ask participants to brainstorm and reach a consensus on the meaning of standards-based teaching. 3. Participants will complete Item #1 under Tips for Studying and Understanding the Standards on p. 4 of the Take One! Activity Book. Participants will discuss their answers in small groups. 4. Participants will read the standards for their certificate area, focusing on equity, fairness, and diversity. After they have finished reading, they will complete Item #2 under Tips for Studying and Understanding the Standards in the Take One! Activity Book on p. 4 and discuss their answers in small groups. Participants will share key ideas generated during the small group discussions with the entire group. 5. Participants will complete the following activities and be prepared to discuss them at Workshop #3 in October or Week #3 on the accelerated timeline: Continue studying and analyzing certificate standards. Complete Knowledge of Students in the Take One! Activity Book on pp The coordinator will conclude the workshop by reviewing the purpose and parts of the Reflection Guide worksheet with the group. Participants will complete the Reflection Guide worksheet. Note: The Reflection Guide worksheet can be a useful tool in designing additional meetings that support the individual needs of Take One! candidates. 19

20 Section 4: Take One! Timelines (cont d) Workshop #2 9-Month Recommended Timeline: September 14-Week Accelerated Timeline: Week #2 Learning Objectives At the end of this workshop, participants should be able to Explain the purpose and elements of the Take One! Portfolio Overview worksheet (see Appendix D on p. 35). Use the Portfolio Overview worksheet to analyze their certificate areas. Relate the Architecture of Accomplished Teaching to evidence-centered teaching and the portfolio commentary questions. Create examples of clear, consistent, and convincing evidence to support accomplished teaching. Suggested Workshop Activities 1. The coordinator will review parts of the Take One! Portfolio Overview worksheet with the participants (see Appendix D on p. 35). Next, they will ask participants to share discoveries, questions, and concerns about the Portfolio Overview worksheet. 2. Participants will complete the Portfolio Overview worksheet. 3. Participants will read the sections beginning with The Architecture of Accomplished Teaching through Evidence Centered Teaching in the Take One! Activity Book on pp Next, participants will divide into pairs or small groups and correlate the Architecture of Accomplished Teaching with evidence-centered teaching and the portfolio commentary questions (see Composing Written Commentary in Part 2 of the Portfolio Instructions). Participants will discuss their findings with the whole group and explore how this relates to the Five Core Propositions. 4. Participants will work in small groups and generate lists of clear, consistent, and convincing evidence that support teaching effectiveness. 5. The coordinator will conclude the workshop by asking participants to complete the Reflection Guide worksheet. 20

21 Section 4: Take One! Timelines (cont d) Workshop #3 9-Month Recommended Timeline: October 14-Week Accelerated Timeline: Week #3 Learning Objectives At the end of this workshop, participants should be able to Explain the relationship between Core Proposition 1 and accomplished teaching. Compare and contrast learning activities and learning goals. Explain how instructional context relates to Core Proposition 1 and learning goals. Suggested Workshop Activities 1. As a large group, the participants will discuss their findings from the Stop and Write activity in the Take One! Activity Book on pp During the discussion, the participants will relate their findings to the certificate standard focusing on knowledge of students. 2. Participants will break into pairs and compare and contrast learning activities and learning goals. 3. Participants will complete the Stop and Write activity in the Take One! Activity Book on p. 24 and share their results with a partner. 4. As a large group, participants will discuss how Core Proposition 1 and the learning goals fit into the Architecture of Accomplished Teaching. 5. Participants will review the questions in the section on instructional context under Composing Written Commentary in Part 2 of the Portfolio Instructions. The coordinator will facilitate a discussion on how these questions are connected to Core Proposition 1 and planning learning goals. 6. Participants will complete the following activities on their own and be prepared to discuss them at the next workshop: Continue studying and analyzing their certificate standards. Complete It s Your Turn and Next Steps in the Take One! Activity Book on pp Begin writing drafts of instructional context using the questions under Composing Written Commentary in Part 2 of the Portfolio Instructions. Read What is Coherent Instruction? and The Process of Designing Coherent Instruction in the Take One! Activity Book on pp Try new learning activities with their students. 7. The coordinator will conclude the workshop by asking participants to complete the Reflection Guide worksheet. 21

22 Section 4: Take One! Timelines (cont d) Workshop #4 9-Month Recommended Timeline: October 14-Week Accelerated Timeline: Week #4 Learning Objectives At the end of this workshop, participants should be able to Describe how Core Proposition 2 relates to the standards on instructional decision making, multiple paths to knowledge, and instructional resources. Design instruction that is effective and coherent, where all elements relate to one another in a logical, purposeful way. Suggested Workshop Activities 1. The coordinator will facilitate a large group discussion about the participants insights based on the reading on Coherent Instruction in the Take One! Activity Book on pp Next, the coordinator will help the participants make connections between Core Proposition 2 and certificate standards focused on instructional decision making, multiple paths to knowledge, and instructional resources. 2. Participants will complete the Stop and Write activity in the Take One! Activity Book on pp Participants will find a partner and share a learning activity that is not on the partner s list from the Frequently Used column in the Take One! Activity Book on p. 34. Next, each participant will describe what student engagement looks like during the learning activity and explain the relevance for students and the connection to NBPTS Standards. Participants will find a new partner and repeat the activity. 4. The coordinator will review the questions with the large group from the Planning and Analysis section in Part 2 of the Portfolio Instructions under Composing Written Commentary. 5. Working in small groups, participants will discuss key ideas that emerge from their readings in the Take One! Activity Book and relate these findings with the standards and designing coherent instruction. 6. Participants will read and complete activities in the Collaborative Learning Activities through Next Steps sections in the Take One! Activity Book on pp Participants should complete the activities on their own and be prepared to discuss them at the next workshop. 8. The coordinator will conclude the workshop by asking participants to complete the Reflection Guide worksheet. 22

23 Section 4: Take One! Timelines (cont d) Learning Objectives Workshop #5 9-Month Recommended Timeline: November 14-Week Accelerated Timeline: Week #5 At the end of this workshop, participants should be able to Describe the importance of Core Propositions 1 and 2 in developing knowledge about students, establishing learning goals, and designing coherent instruction. Define, identify, and practice the three types of writing: descriptive, analytical, and reflective. Locate evidence of standards while critiquing each other s writing and videos. Suggested Workshop Activities 1. The coordinator will lead a large group discussion about the participants insights based on the reading Collaborative Learning Activities in the Take One! Activity Book on pp Next, the coordinator will help the participants make connections between Core Propositions 1 and 2 and the role that knowledge of students plays when grouping students for coherent instruction. 2. The participants will look at the Writing about Teaching section in Part 1 of the Portfolio Instructions under Phase 2: Develop. Next, they will review and discuss the three types of writing: descriptive, analytical, and reflective. 3. Participants will read the Written Commentary Examples section under Writing about Teaching. They will highlight key words that indicate descriptive, analytical, and reflective writing. 4. The coordinator will ask participants to prepare a writing sample that includes examples of description, analysis, and reflection. 5. Participants will exchange drafts and do the following activities: Read each other s writing for clarity Identify the types of writing used Explain how the questions in the Portfolio Instructions guide the choice of writing 6. Participants will read the Recording Your Video Entry section in Part 2 of their Portfolio Instructions. As they read, they should focus on capturing evidence of accomplished teaching in a video recording. Next, the coordinator will facilitate a discussion on the possible implications of video recording. 7. Participants will complete the following activities on their own and be prepared to discuss them at the next workshop: Continue studying and analyzing their certificate standards. Read A Positive Learning Environment and complete the activities in the Take One! Activity 23

24 Book on pp The coordinator will conclude the workshop by asking participants to complete the Reflection Guide worksheet. 24

25 Section 4: Take One! Timelines (cont d) Learning Objectives Workshop #6 9-Month Recommended Timeline: November 14-Week Accelerated Timeline: Week #6 At the end of this workshop, participants should be able to Describe the relationship between Core Proposition 3 and the standards that focus on the learning environment. Critique each other s video recordings using the Recording Your Video Entry section in Part 2 of the Portfolio Instructions, the certificate standards, and the framework of coherent instruction. Begin video recording their students and describe, analyze, and reflect upon their video recorded lesson in writing. Suggested Workshop Activities 1. The coordinator will facilitate a large group discussion about the participants insights based on the reading A Positive Learning Environment in the Take One! Activity Book on pp Next, the coordinator will help participants make connections between Core Proposition 3 and the standards focusing on the learning environment. 2. Participants will review the questions from the video recording analysis list in Part 2 of the Portfolio Instructions and discuss the relationship of coherent instruction and its implications when viewing video recordings. 3. Participants will prepare to begin video recording their classes and describe, analyze, and reflect upon their video recorded lessons in writing using the questions from the video recording analysis list. 4. Participants will view and critique each other s video recordings using the Recording Your Video Entry section in Part 2 of the Portfolio Instructions, the certificate standards, and the framework of coherent instruction as protocol for feedback. 5. Participants will complete the following activities on their own and be prepared to discuss them at the next workshop: Read Writing about Teaching and complete the activities in the Take One! Activity Book on pp Begin drafting written commentary. 6. The coordinator will conclude the workshop by asking participants to complete the Reflection Guide worksheet. 25

26 Section 4: Take One! Timelines (cont d) Workshop #7 9-Month Recommended Timeline: December 14-Week Accelerated Timeline: Week #7 Learning Objectives At the end of this workshop, participants should be able to Explain how Core Proposition 4 relates to the certificate standards focused on reflection. Review, critique, and provide feedback to other participants about their video recordings and written commentaries. Revise their own video recordings and written commentaries based on feedback from others. Suggested Workshop Activities 1. The coordinator will facilitate a large group discussion about participants insights based on the reading Writing about Teaching in the Take One! Activity Book on pp Next, the coordinator will help participants make connections between Core Proposition 4 and the certificate standards that focus on reflection. 2. Participants will view and critique each other s video recordings and written commentaries using the Recording Your Video Entry section in Part 2 of the Portfolio Instructions, the certificate standards, and the framework of coherent instruction as protocol for feedback. 3. Based on this feedback, participants can begin revising their written commentaries. 4. Participants will read Enhancing Instructional Decision Making, complete the activities in Take One! Activity Book on pp , and be prepared for a discussion at the next workshop. 5. The coordinator will conclude the workshop by asking participants to complete the Reflection Guide worksheet. 26

27 Section 4: Take One! Timelines (cont d) Workshop #8 9-Month Recommended Timeline: January 14-Week Accelerated Timeline: Week #8 Learning Objectives At the end of this workshop, participants should be able to Reach a consensus on a definition for the word reflect. Explain how Core Proposition 4 relates to the certificate standards that focus on reflection and instructional decision making. Identify evidence of the three types of writing in each other s written commentaries. Select a section of their video recordings for use as an entry. Begin writing their first draft of the Reflection section. Suggested Workshop Activities 1. Each participant will work individually to write a definition for the word reflect. Then, participants will pick a partner, share their definitions with each other and reach an agreement on a definition. Next, each pair of participants will find another pair, share their definitions with each other, and reach agreement on a definition. Finally, each group will share their agreed-upon definitions with the whole class. As they share, the coordinator will help to relate the definitions to the certificate standard that focuses on reflection. 2. The coordinator will facilitate a large group discussion about the participants insights based on the reading Enhancing Instructional Decision Making in the Take One! Activity Book on pp The coordinator will help participants make connections between Core Proposition 5 and the certificate standards that focus on reflection and instructional decision making. 3. The coordinator will discuss how collaboratively reflecting throughout the Take One! process connects to Core Proposition Participants will review and critique each other s video recordings and written commentaries using the Recording Your Video Entry section in Part 2 of the Portfolio Instructions, the certificate standards, and the framework of coherent instruction as protocol. 5. Participants will identify evidence of the three types of writing in each other s written commentaries. 6. Participants will select a section of their video recordings to use for entry or continue video recording, if needed. 7. Participants will begin writing their first draft of the Reflection section of Composing Written Commentary in Part 2 of the Portfolio Instructions. 27

28 Section 4: Take One! Timelines (cont d) Workshop #8 (cont d) Suggested Workshop Activities (cont d) 8. Participants will continue revising their written commentaries. 9. Participants will complete the following activities on their own and be prepared to discuss at the next workshop: Read and complete Are You Ready to Complete Your Take One! Portfolio Entry? in the Take One! Activity Book on pp Read the section of the Scoring Guide for Candidates (available on the NBPTS Web site and on the CD-ROM in your portfolio box) for the scoring rubrics and an explanation of how the rubrics are used to assess your portfolio entry. 10. The coordinator will conclude the workshop by asking participants to complete the Reflection Guide worksheet. 28

29 Section 4: Take One! Timelines (cont d) Workshop #9 9-Month Recommended Timeline: February 14-Week Accelerated Timeline: Week #9 Learning Objectives At the end of this workshop, participants should be able to Explain the role of the Candidate Support Provider (CSP). Use the Scoring Guide for Candidates and Evaluation of Evidence Guide as tools for recording videos and developing written commentaries. Suggested Workshop Activities 1. The coordinators will schedule time for a CSP to attend the workshop to meet participants. If there are no local CSPs, the school administrator or coordinator can serve as the CSP. 2. Participants will review Are You Ready to Complete Your Take One! Portfolio Entry from the Take One! Activity Book and the Scoring Guide for Candidates. The coordinator will facilitate a large group discussion about the participants insights. 3. Participants will schedule future meetings with their CSPs. 4. Participants should review and critique each other s video recordings and written commentaries. They should use the Scoring Guide for Candidates and Evaluation of Evidence Guide as protocol for feedback. 5. The coordinator will encourage participants to continue with video recordings of their classrooms. 6. Participants should continue revising their written commentaries. 7. The coordinator will conclude the workshop by asking participants to complete the Reflection Guide worksheet. 29

30 Section 4: Take One! Timelines (cont d) No Workshops 9-Month Recommended Timeline: March 14-Week Accelerated Timeline: Weeks #10-13 There are no workshops scheduled during March or during weeks10-13 on the accelerated timeline. Participants should finalize their Take One! entry materials and meet their CSPs for feedback. The coordinators should be available to schedule participant-csp meetings and discuss feedback with participants. By the end of March or weeks 10-13, participants should have their entry materials finalized and ready to submit. 30

31 Section 4: Take One! Timelines (cont d) Workshop #10 9-Month Recommended Timeline: April 14-Week Accelerated Timeline: Week #14 Learning Objectives At the end of this workshop, participants should be able to Properly pack their boxes for shipping. Suggested Workshop Activities 1. Schedule a box-packing party for this workshop before April Remind participants to mail their boxes on or before April Celebrate! 31

32 Appendices Appendix A: Take One! Video Entries by Certificate Certificate Area Portfolio Entry to Complete for Take One! Early Childhood/Generalist Portfolio Entry 3: Integrating Mathematics and Science Middle Childhood/Generalist Portfolio Entry 3: Integrating Mathematics with Science Art/Early and Middle Portfolio Entry 3: Learning to Study, Interpret, and Evaluate Childhood Art Art/Early Adolescence Portfolio Entry 3: Learning to Study, Interpret, and Evaluate through Young Adulthood Art Career and Technical Portfolio Entry 3: Fostering Teamwork Education/Early Adolescence through Young Adulthood English as a New Portfolio Entry 3: Facilitating Interactions: Small Groups Language/Early and Middle Childhood English as a New Portfolio Entry 3: Facilitating Interactions: Small Groups Language/Early Adolescence through Young Adulthood English Language Arts/Early Portfolio Entry 3: Instructional Analysis: Small Groups Adolescence English Language Portfolio Entry 3: Instructional Analysis: Small Groups Arts/Adolescence and Young Adulthood Exceptional Needs Portfolio Entry 2: Fostering Communication Development Specialist/Early Childhood through Young Adulthood Health Education/Early Portfolio Entry 2: Fostering Health Literacy Adolescence through Young Adulthood Library Media/Early Portfolio Entry 2: Fostering an Appreciation of Literature Childhood through Young Adulthood Literacy: Reading Language Portfolio Entry 2: Constructing Meaning through Reading Arts/Early and Middle Childhood Mathematics/Early Portfolio Entry 3: Instructional Analysis: Small Group Adolescence Mathematical Collaborations Mathematics/Adolescence and Portfolio Entry 3: Instructional Analysis: Small Group Young Adulthood Mathematical Collaborations Music/Early and Middle Portfolio Entry 3: Demonstrating and Developing Childhood Musicianship Music/Early Adolescence Portfolio Entry 3: Demonstrating and Developing through Young Adulthood Musicianship Physical Education/Early and Portfolio Entry 3: Creating a Productive Learning Environment Middle Childhood Physical Education/Early Portfolio Entry 3: Creating a Productive Learning Environment Adolescence through Young 32

33 Certificate Area Adulthood School Counseling/Early Childhood through Young Adulthood Science/Early Adolescence Science/Adolescence and Young Adulthood Social Studies History/Early Adolescence Social Studies History/Adolescence and Young Adulthood World Languages Other Than English/Early Adolescence through Young Adulthood Portfolio Entry to Complete for Take One! Portfolio Entry 3: Maximizing Academic Learning Portfolio Entry 3: Inquiry through Investigation Portfolio Entry 2: Active Scientific Inquiry Portfolio Entry 3: Promoting Social Understanding Portfolio Entry 3: Promoting Social Understanding Portfolio Entry 2: Building Communicative and Cultural Competence 33

34 Appendix B: Take One! Participant Instructions, Part 1: General Portfolio Instructions Take One! Participants Take One! offers a unique opportunity to participate in the National Board process, and it may lead to National Board Certification. As a Take One! participant you complete a single, pre-selected portfolio entry for the certificate area you choose. To effectively complete Take One!, you must collect clear, consistent, and convincing evidence of teaching practices that help students learn. These Portfolio Instructions provide both general information and guidelines as well as detailed entry directions. IMPORTANT: Remember, while you are not required to meet eligibility prerequisites to participate in Take One!, you must submit an Attestation Form stating that you have acquired all necessary releases for your portfolio entry, as specified in Part 2: Portfolio Entry Directions, Cover Sheets, and Forms. Take One! participants should follow these steps in preparing for and completing the portfolio entry development and submission process: 1. See the Overview topic in Part 2: Portfolio Entry Directions, Cover Sheets, and Forms of the Portfolio Instructions for your certificate area to learn the entry for which you must develop and submit portfolio materials. 2. Read Phase 1: Prepare in Part 1 to learn how you demonstrate your accomplished teaching practice and about the resources available to you. 3. Read the Standards for your certificate area as well as the Five Core Propositions (both available on the NBPTS Web site and on the CD-ROM in your portfolio box) to understand the knowledge and skills being measured. Pay particular attention to those standards that serve as the basis for your Take One! pre-selected portfolio entry. 4. Read Part 2: Portfolio Entry Directions, Cover Sheets, and Forms of the Portfolio Instructions for the pre-selected entry in your certificate area to review the directions and specifications for developing your response and choosing evidence of your teaching practice. 5. Read the Scoring Guide for Candidates (available on the NBPTS Web site and on the CD-ROM in your portfolio box) for the scoring rubrics and an explanation of how the rubrics are used to assess your portfolio entries. 6. Read Phase 2: Develop in Part 1 for general information and practice exercises that can help you improve your skills in writing about teaching, video recording your class, and analyzing student work. 7. Read Phase 3: Submit in Part 1 and Part 2: Portfolio Entry Directions, Cover Sheets, and Forms of the Portfolio Instructions for detailed instructions for reviewing your entry components, completing the appropriate cover sheet and forms, and submitting your portfolio entry materials. 34

35 Appendix C: Reflection Guide Worksheet Today I learned I would like to know more about I am still unclear about I plan to use what I have learned today 35

36 Appendix D: Portfolio Overview Worksheet Entry name Standards addressed Type of evidence required Number of students involved Time period covered in the entry How does this entry challenge me? 36

37 Appendix E: NBPTS Ethics Policy National Board for Professional Teaching Standards Guidelines for Ethical Candidate Support Candidates for National Board Certification complete a rigorous process, requiring both intense self-analysis of their teaching practices and demonstration of their content expertise. Candidates consistently report that the process itself, independent of whether or not they actually achieve certification, is the best professional development they have experienced. Candidates also report that they benefit immensely from the support of a facilitator, or candidate support provider, during the certification process. Candidate support includes providing resources, mentoring, coaching, guidance, and technical assistance to candidates. It incorporates intellectual, logistical, emotional, and technical support; however, the responsibility of developing and completing the certification materials always rests with the candidate. Candidate support may be offered individually or in groups, by individuals or through an organization, association, or institution of higher education. It can be formal or informal. Candidates may elect whether or not to participate in a candidate support program, and it is possible to achieve National Board Certification without participating in candidate support. However, teachers reported that candidate support, particularly when done in groups, kept them focused, motivated, and enhanced their understanding of their teaching practices and the decisions they make in the classroom. Good candidate support is nonjudgmental, honest, constructive, professional, and knowledgeable. Candidate support providers are those individuals who facilitate candidates through the certification process, often starting before the teacher actually applies for certification. They may be National Board Certified Teachers (NBCTs), other accomplished teachers, staff developers, higher education faculty, or other persons concerned about improving education by making a commitment to work with candidates for National Board certification. Candidate support providers cannot make choices or create evidence for the candidate. Rather, the candidate support providers ask questions that help a candidate show evidence more clearly. Candidate support providers are sensitive to a candidate s emotional needs, help candidates create organizational systems to manage the process, locate resources to help with technology demands, and provide models of feedback that broaden and deepen the candidate s own analytical abilities. Candidate support providers have the opportunity to maximize the professional development experience of the National Board Certification process as they facilitate each candidate s journey towards documenting accomplished teaching. Thoughtful design and implementation of all aspects of candidate support create an intellectual and ethical environment that enhances the experience of teachers as they complete the process. This document provides guidelines to increase awareness of issues and actions relating to the ethical aspects of candidate support, to uphold the high integrity of NBPTS, to maintain the rigorous nature of National Board Certification, and to protect the secure processes of National Board assessments. 37

38 Fundamental Responsibilities Candidate support providers recognize that the National Board Certification process is voluntary and open to all teachers who meet the eligibility requirements defined by NBPTS. Accordingly, candidate support providers actively engage all teachers, including those in under-represented groups, in outreach, precandidate, and candidate support programs. Candidate support providers recognize the Five Core Propositions as the foundation for describing accomplished teaching. Candidate support providers acknowledge that the responsibility for developing NBPTS portfolio content and materials, and preparing for the assessment center, rests solely and completely with the candidate. Therefore, candidate support providers conduct support programs that honor and respect the professional choices and decisions made by candidates. NBPTS does not license individuals or groups providing support to candidates for National Board Certification but expects that candidate support providers ascribe to these guidelines for ethical candidate support. Candidate support providers manifest a deep commitment to the profession of teaching, NBPTS, the needs of teachers as candidates and pre-candidates, and, above all, students. Commitment to the Teaching Profession Candidate support providers believe that teaching is a profession, and they contribute to its growth by acknowledging that: Teaching is a public trust that requires adherence to the highest ideals of professional conduct; Teachers are lifelong learners who continually deepen their knowledge and skills; and Teachers keep current with research and information in their field. Commitment to NBPTS Candidate support providers understand, incorporate, and act to uphold the policies and materials of NBPTS. Candidate support providers: Policies Convey and uphold the mission, guidelines, and policies adopted by NBPTS, including all confidentiality agreements, the Certification Denial or Revocation Policy, the Policy for Use of NBPTS-Developed and/or Copyrighted Materials, the Policy for Use of NBCT and Veteran Candidate Assessment Performances (which includes portfolio content), the Policy for Use of Trademarks Held by NBPTS, and the Policy and Guidelines for Release of NBPTS Data for Educational Research; Understand that breaches of trust can destroy the validity of the certification process, notably that candidates cannot: 1) falsify or fabricate evidence for any entries; 2) copy the work of other teachers or NBCTs to use in their own portfolios; 3) give, ask for, or receive information on secure assessment materials or information; or 4) share, publish, electronically post or otherwise reproduce secure assessment materials or information; and Share only information that is public for all candidates. Therefore, any individuals (including but not limited to staff members, consultants, scorers, and members of the board) with access to confidential information about NBPTS assessment exercises, scoring, or performance standards shall not reveal information or give the impression that they can determine whether a candidate will be or should have been successful in achieving certification or a particular score. 38

39 Actions Know and understand NBPTS Standards and the assessment process; Stay informed by using the NBPTS Web site, publications, research, and other resources to have the most up-to-date information; Maintain a clear distinction between personal opinions and NBPTS policies; Immediately report to NBPTS violations of confidentiality, incidents of falsified information or materials, or breaches of security at assessment centers by calling TEACH ; and Participate in NBPTS-sponsored training and use resources provided by NBPTS. Commitment to Teachers Candidate support providers recognize their responsibilities to teachers (as pre-candidates, candidates, and NBCTs) in the design of programs and as they facilitate candidates. Candidate support providers: Acknowledge that there are multiple paths to certification; Understand that candidates alone are solely responsible for their certification materials and remind candidates of this; Conduct support in a manner that is nonjudgmental, honest, constructive, knowledgeable, and professional; Incorporate high expectations that encourage self-discovery and embody honesty, integrity, and trust; and Maintain agreements and commitments regarding the investment of time with the candidates they agree to facilitate. Designing Programs Incorporate research and models of effective staff development and adult learning into programs and candidate support techniques; Design support programs that are equitable, maintain confidentiality, and are models of sound ethical practice; and Promote collaboration in professional learning communities as part of the professional development experience but emphasize individual responsibility and accountability in the development of candidate work. Facilitating Candidates Provide information about NBPTS in an equitable manner to all teachers and candidates; Direct candidates to specific NBPTS Standards documents throughout their certification process; Direct candidates to TEACH and as primary resources for candidate questions; Refer candidates to local resources including, but not limited to, university faculty, other NBCTs, and subject matter experts when appropriate; Demand honest and ethical behavior in candidates, reminding candidates of the agreements they signed upon application to the process; Provide support that is fair, objective, equitable, and respects confidentiality; Stress that all work submitted must be the candidate s own; Ask probing and/or clarifying questions; Encourage deep analysis and reflection based on evidence collected in the classroom; 39

40 Do not hold their own submissions or teaching practice as models of correct practice; Give feedback, never estimated scores; and Help candidates find resources and comply with assessment procedures. Resources Guidelines for the following resources can be found at or by contacting NBPTS: Certification Denial or Revocation Policy Policies for Intellectual Property Policy for Use of NBPTS-Developed and/or Copyrighted Materials Policy for Use of NBCT and Veteran Candidate Assessment Performances (includes portfolio content) Policy for Use of Trademarks Held by NBPTS Policy and Guidelines for Release of NBPTS Data for Educational Research Programs designed to support individuals or groups as they proceed through the assessment process cannot be conducted by a member of the NBPTS Board of Directors or an NBPTS employee. 40

41 2009 National Board for Professional Teaching Standards. All rights reserved. NBPTS, NBCT, National Board for Professional Teaching Standards, National Board Certified Teacher, National Board Certification, Take One!, Accomplished Teacher and TEACH are registered trademarks or service marks of the National Board for Professional Teaching Standards. Other marks are trademarks or registered trademarks of their respective organizations.