Welcome
Component 3:
Teaching
Practice &
Learning
Environment
Copyright © 2015 National Board Resource Center at1Illinois State University. All Rights Reserved. Draft 7/15/2015
Copyright © 2015 National Board Resource Center at2
Illinois State University. All Rights Reserved. Draft 7/15/2015
Copyright © 2015 National Board Resource Center at3
Illinois State University. All Rights Reserved. Draft 7/15/2015
Participant Ethical Guidelines
 Do not misrepresent or falsify any information on
your NBPTS application
 Do not share, publish, electronically post, or
otherwise reproduce NBPTS materials
 Do not share your portfolio entry with anyone after
it has been submitted to NBPTS
 Make sure the work that you submit in your entry
is your own
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Participant Ethical Guidelines (cont’d)
 Uphold all NBPTS confidentiality guidelines
regarding participant information
 Collaborate with colleagues and group members
appropriately
 Do not judge the quality of the content colleagues
provide in their entries
 Do not help colleagues select final work samples
for submission
 Do not offer opinions to colleagues about how you
think their entries will be scored
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Facilitator Ethical Guidelines
DO . . .




Allow participants to make all decisions
Offer encouragement to participants
Clarify portfolio entry directions for participants
Ask probing questions to elevate participants’
thinking
 Ask clarifying questions to help participants
determine if the prompt was fully answered
 Ask questions to help participants determine if clear,
consistent, and convincing evidence was provided
Lesson 4, Slide 4.6
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Facilitator Ethical Guidelines (cont’d)
DON’T . . .
 Allow participants to share submitted portfolio entries
 Compare participants’ entries to other submitted
entries
 Judge the quality of the content for participants
 Select the work samples or lessons for participants to
analyze
 Offer opinions about a participant’s score
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Additional Ethics Information
 Ethics and Collaboration, Part 1: General Portfolio
Instructions (Phase 1: Prepare)
 NBPTS Guide to National Board Certification
 NBPTS Guidelines for Ethical Candidate Support
 NBPTS Certification Denial or Revocation Policy
 NBPTS Policies on Intellectual Property and
Proprietary Rights and Release of Data for
Educational Research
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Ethics Applied
 Information in Guide to National Board Certification
(2014) – pages 15 &16
 Both the Candidate and NB Facilitator share the
responsibility for understanding and honoring NBPTS
Ethics Guidelines
 NBPTS Certification Denial and Revocation Policy
outlines consequences for unethical behavior
 Maintains integrity of NB Certification and prevents any
unfair advantage of one candidate over another
 Names are released to districts, certificate revoked
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Scenario #1
An experienced support facilitator, who volunteers her time to
work with candidates, tells her cohort that posting their writing on
line using blogs or other formats for comments can be a great way
to get a variety of opinions. One candidate said her responses
were so good that she put them in her entry. The facilitator
encouraged candidates to place their candidate ID number on
their work so they can stay anonymous.
Ethical or unethical support?
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Scenario #2
A new facilitator was asked by a candidate to read her entry.
The facilitator commented back, “I achieved because I wrote
specifically about my students’ interests. You should write
that you chose a science book because of his interest in
science.”
Ethical or unethical support?
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Scenario #3
Four (4) candidates who work for the same district
meet on line. They discover they are each in a different
cohort receiving support from NB Facilitators. Two (2)
attend monthly cohorts and (2) attend on line support
cohorts. They read and using the rubric “score”
each others entries. They discuss what is “good”
evidence about the entries giving specific concrete
advice to each other.
Ethical or unethical support?
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Response from NBPTS on
Scenario 1
For Scenario 1, we would say that this is unethical. Posting entries
online makes the original author's work vulnerable to plagiarism and
possible ethics violations. Sharing an example of what you submitted in
a physical format (that you maintain control of) is one thing. Placing it
on a server with availability to all is in violation of the agreement
signed by all candidates acknowledging that the materials became, or
will become the property of NBPTS. For an NBCT, such posting would
not be allowed. For a candidate who has not yet submitted, it enters a
gray area. Once the collaborative effort is completed, how do you
ensure that the postings have been deleted from the server and not
copied by others? Considering the Student Release Forms signed by the
parents of students in the entries - how would they feel about their
student's images or work being posted anywhere other than as agreed
to? As you note in the scenario, "one candidate said her responses were
so good that she put them in her entry". That sounds like plagiarism,
which can impact the original author's status as an NBCT as well as the
candidate seeking certification.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
NBPTS Response on Scenario
3
Regarding Scenario 3: Besides the ethical issues discussed above,
the "scoring" implications could also become an issue. Are those
candidates assisting one another in determining where their
entries might be weak, or are they attempting to assign a score
based on the rubric? The former can be beneficial, the latter can
lead to disappointment when scores are released since the
candidates are not trained in the scoring process, knowledgeable of
the benchmarks, etc. We appreciate your continued support of
candidates seeking the distinction of becoming NBCTs. If you have
any questions, please do not hesitate to contact us with a new
inquiry through Ask NBPTS or call 1-800-22TEACH (1-800-2283224) between 8 AM and 6 PM CDT Monday through Friday to
speak with one of our representatives. Regards, Dan, NBPTS
Candidate Support
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Key Ideas on Ethical Guidelines for Facilitators &
Candidates
Facilitators
Candidates
 Encourage
 Write about their teaching
with integrity
 Prompt or help candidates reflect
on their teaching
 Make sure their submitted
 Make no decisions for candidates
work is their own
 Help clarify entry directions
 Make all decisions about their
entries
 Encourage candidates to call nbpts
with questions
 Do not share submitted
 Be non-judgmental
entries
 Do not offer opinions about
 Do not offer opinions about
candidate work
how entries will be scored
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Adult Learning Principle
Adult Learner Needs to Know
The Adult Learner needs to know why they need to learn
something before they “choose” to learn. When an adult learner
decides to learn, they will learn on their own, and put time into
analyzing why the learning benefits them and why not learning
something does not benefit them. An adult leaner needs to
appraise where they are now and where they want to go
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Facilitator & Candidate
Adult Learner Needs to Know
The Adult Leaner needs to know why they need to learn
something before they “choose” to learn. When an adult
leaner decides to learn, they will learn on their own, and put
time into analyzing why the learning benefits them and why
not learning something does not benefit them. An adult
learner needs to appraise where they are now and where
they want to go
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Adult Learning Principle
Self-concept of the Adult Learner is Autonomous
and Self-directing
An adult learner is comfortable being responsible for their
own decisions. Once being responsible for their decisions
becomes part of the adult learner’s self-concept, an adult
learner needs to be treated and perceived as ready for selfdirection. An adult learner will resist and rebel when they
feel “others” are dictating their will on them.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Facilitating Adult Learners
Self-concept of the Adult Learner is
Autonomous and Self-directing
An adult learner is comfortable being responsible for
their own decisions. Once being responsible for their
decisions becomes part of the adult learner’s selfconcept, an adult learner needs to be treated and
perceived as ready for self-direction. An adult learner
will resist and rebel when they feel “others” are
dictating their will on them.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Adult Learning Principles
Prior Experience of the Adult Learner is a
Resource and Provides Existing Mental
Models
An adult learner has had many different kinds of experiences and
different quantities of experiences. These differences bring a wider
range of individual differences than found within a group of
younger students. An adult learner seeks greater emphasis on
individualization of the presentation of content and strategies used.
An adult learner’s mental models can lead to habits, biases, and
presuppositions that can become roadblocks when new ideas or
alternative ways of thinking are presented.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Facilitating an Adult Learner
Prior Experience of the Adult Learner is a
Resource and Provides Existing Mental
Models
An adult learner has experienced many different kinds of
situations and different quantities of experiences. These
differences bring a wider range of individual differences
than found within a group of younger students. Adult
Learner seeks greater emphasis on individualization of
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the presentation of content
and strategies used.
Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Adult Learning Principle
Readiness to Learn is Life Related and
Developmental Task Related
An adult learner’s real life needs often dictate the
learning they are ready for and interested in
pursuing. Adults develop and change as they mature
through adulthood. It is the timing of the learning
experience as it coincides with the developmental
task.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Facilitating an Adult Learner
Readiness to Learn is Life Related and
Developmental Task Related
An adult leaner’s real life needs often dictate the
learning they are ready for and interested in
pursuing. Adults develop and change as they mature
through adulthood. It is the timing of the learning
experience as it coincides with developmental task.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Adult Learning Principle
Orientation for Adults to Learn is Problem
Centered and Contextual
Adult learners want to learn in relation to how they see
the learning will improve performance on a task or
their ability to solve problems they face. Adult learners
assimilate new information, new skills, values and
dispositions when it is presented in a real life context.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Facilitating an Adult Learner
Orientation for Adults to Learning is
Problem Centered and Contextual
Adult Learners want to learn in relation to how
they see the learning will improve performance on
a task or their ability to solve problems they face.
Adult learners assimilate new information, new
skills, values and dispositions when it is presented
in a real life context.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Facilitating an Adult Learner
Adult Motivation to learn is intrinsic and has
personal payoff
The most effective/sustainable motivation is intrinsic
or internal motivation. Internal motivators are
increased job satisfaction, self-esteem, and quality of
life improvements. Roadblocks are low self-esteem,
time, resources, and being in a program that does not
utilize to adult learning principles.
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Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. Draft 7/15/2015
Facilitating an Adult Learner
Adult Motivation to learn is intrinsic and has
personal payoff
The most effective/sustainable motivation is intrinsic
or internal motivation. Internal motivators are
increased job satisfaction, self-esteem, and quality of
life improvements. Roadblocks are low self-esteem,
time, resources, and being in a program that does not
utilize to adult learning principles.
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Collaborative/Safe Norms
 Goal - improve practice
 Open up practice
 Take Risks
 Ask questions of each other
 Request Evidence
 Preparation
 Improvement not evaluation
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5 Core Propositions
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Questions?
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