Articulating Your Practice
C3 - Session #3
How do you articulate the complexities
of your practice?
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Welcome
S Be sure to sign in
S Please log on to your National Board Profile
to monitor your current status
S What went well since our last cohort session?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Overview of Session 2
S The Three Types of Writing
S Analysis of Student Interactions
on the Video
S Instructional Context Forms
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Three Types of Writing
Key Information
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All certificate portfolio instructions are grounded in the Architecture of
Accomplished Teaching Framework and will require candidates to describe,
analyze, and reflect on their practice.
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Since assessors will only have what is provided to them in the entry materials
(video recordings, instructional materials, and written commentary),
candidates must demonstrate that they appropriately described, analyzed, and
reflected upon their practice and have used this analysis appropriately to guide
future teaching.
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Your analysis of your featured teaching is a crucial element conveyed solely
by your written commentary. In other words, you may have strong evidence,
but your analysis of that evidence is what “unpacks” your thinking and makes
it convincing for the assessors.
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Consistent evidence is provided when the description, analysis, and reflection
of your practice is aligned and linked to one another.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved
Three Types of Thinking/Writing
S Descriptive – what happened?
S Analytical – why or how did it happen?
S Reflective – how would you handle this
same situation in the future?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Descriptive Writing
S Contains accurate and precise enumeration and/or
explanation of critical features
S Provides clear and logical ordering of the elements or
features of the event, person, concept, or strategy described
S Includes all features or elements that an outsider would
need to be able to visualize your classroom (sets the stage)
S Specifies the meaning of any abbreviation or acronym the
first time it is used
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Analytical Writing
S Deals with reasons, motives, and interpretation of why
elements or events described as the way they are – provides
rationale
S Shows assessors the thought processes that you used to
arrive at your conclusions about a given teaching situation
S Demonstrates the significance of the evidence you submit
S Provides convincing reasoning, based on evidence, for
interpretations and rationales.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Reflective Writing
S Analysis and reflection can overlap
S Reflection is a thought process you engage in after a
teaching experience
S Allows you to make decisions about how you would
approach similar situations in the future
S Shows assessors how you use what you have learned from
your teaching experiences to inform and improve your
practice in the future
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Consistent Evidence
When all your writing is aligned
and supports your practice, then
you are providing consistent
evidence which is required in the
Level 4 rubric.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved
Extended Practice:
Write About Your Classroom
S Write a brief description of the arrangement of your classroom on
a piece of paper.
S Write an analysis of why you have your classroom arranged this
way and how it is meeting the needs of your students.
S Write a reflection that considers if you will leave your classroom
the same or if you will change the arrangement of your
classroom.
S Share your writing with a partner.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved
Extended Practice:
Examples of the
Three Types of Writing
S Turn to p. 17 in the General Portfolio Directions
S Chose one example to read, noting the fonts that indicate
the different types of writing contained in the example
S Share thoughts you may have about the Three Types of
Writing
S Which type of writing seems the most natural?
S Which type of writing seems the most difficult?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Extended Practice:
Three Types of Writing
Quiz
S Give candidates the “Three Types of Writing Quiz”
S Give them time to take on their own or with a partner.
S Hold a discussion to share answers. During the discussion, you
will find that candidates can justify labeling them differently. The
three types of writing, although appear to be separate, can overlap
depending on the context of the question. It is important that
candidates realize that they will need to use the different types of
writing in conjunction with each other to fully answer the
questions in their written commentary.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Analysis of Video for Student
Engagement
Key Information
S Videotapes should give an authentic view of your classroom.
S It is important to practice videotaping so students and teachers
become comfortable with being video taped, and so that it is truly
an authentic portrayal of your classroom.
S Your video should convey to assessors how you practice your
profession, the decisions you make, and your relationships with
students. It does not have to be “perfect”, but rather a realistic
portrayal.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Top Ten Technical Tips for
Video
http://www.azk12.org/podcast/top10-video-tips
Technical Tips to help you think about
what you need to do to produce a
quality video for submission.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Analyzing Video Segment
Partner Activity
S Use the Resource 3.3 – Student Engagement to
take make observations of what is occurring in
the video.
S Evaluate the Quality of your Video
S Could you see the teacher and the students?
S Could you hear the teacher and the students?
S Was your equipment adequate?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Instructional Context Forms
Key Information
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The first Core Proposition and the first step in the Architecture of Teaching is to know your
students. An accomplished teacher has knowledge about their students, so they can determine
what these students need at this point and time, and so they can set appropriate learning goals.
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All certificate areas have a Certificate Specific Standard that addresses Knowledge of Students.
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There are many different ways to gain knowledge about your students.
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The Instructional Context Form was designed for candidates to provide information about
their teaching context and their knowledge of students. They will need to fill out a form for
each video.
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This form requires a description of the school and classroom environments, along with
relevant characteristics of students that influenced your instructional planning.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Instructional Context Forms
Procedures
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Give candidates time to share the types of data they brought about the range of
ability of their students. Other candidates may gain ideas about how to gather
information about the range of ability of their own students.
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Give candidates time to share what they found out when unpacking their
Knowledge of Students Standard
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Hand out Resource 3.4 – “What I Know About My Students”.
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Look at the top of the sheet. Explain to candidates that these are categories for more
in depth learning about students.
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Explain that there are resources listed in the middle of the page for candidates to
gather more information about their students.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Instructional Context Forms
Application
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Although the final version word document for the Instructional Context Form has
not been released, we will be using the information on the Field Test Version (pdf) to
prepare candidates. There has been a sample prepared in a word document that will
allow candidates to type in a similar form, although it is not the National Board
Form and the information will need to be transferred to the NB Form when it is
available.
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This form requires a description of the school and classroom environments, along
with relevant characteristics that influenced your instructional planning. (This form
is taking the place of the previous Contextual Information Form and the Contextual
Information portion of the Written Commentary.
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Give candidates time to fill out the form, discuss and ask questions.
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Tell candidates they will be expected to have the sample form filled out for the next
session.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Sample of
Instructional Context Form
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Closure
S Articulate your practice with the three
types of writing.
S Practice videotaping and analyzing
videotapes.
S Contextual Information Form
S PD Schools – revisit Cohort Goal
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Preparing for Next Session
S Bring a completed Sample Instructional
Context Form.
S Bring a 3-5 minute video tape showing student
engagement and equipment necessary to share
that video.
S Start “unpacking” Knowledge of Content
Standard. (This standard has a variety of titles.)
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Evaluation of Session
S Individual Reflections of Session
S Virtual Candidates – Google Form
S PD Schools – Communication Update
S Facilitators – fill out a reflection of the
session went.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.