Collecting Evidence
Through Videotaping
How Do You Know Your Instruction
Impacts Students?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
S
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 Core Proposition 1 – Teachers Are Committed to
Students & Their Learning
S Knowledge of Students Standard (Certificate Specific)
S Examining Core Propositions 2 -5
S Architecture of Accomplished Teaching
S Videotaping Your Practice
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Core Proposition #1
&
Knowledge of Students
How can I continuously learn
about my students?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved .
S
Core Proposition #1 – Teachers Are
Committed to Students & Their
Learning
S Talk with a partner about what you learned about your students
as you completed the Core Proposition #1 Note Taking Guide
S Describe the range of abilities in your class to your partner
S Be sure to prompt your partner to ask questions to clarify the
information presented
S Describe how you learn about your students’ cultural, ethnic
and/or linguistic backgrounds
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
How do the Core Propositions
Connect with My Certificate Area?
S Locate your “Knowledge of Students” Standard specific to
your certificate area
S A returning candidate may “unpack” their Knowledge of
Students Standard to describe what accomplished teaching
in their certificate area looks like
S What do you do already that is described in this standard?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Examining Core Propositions
2-5
S Next we’ll look at the rest of the Core Propositions &
consider how we demonstrate them in our practice on a
regular basis.
S We’ll do a Carousel Activity where you’ll have a chance to
share specific examples of what you do to demonstrate each
Core Proposition.
S The cohort will divide up into at least 4 groups or pairs &
spend 3-5 minutes discussing & recording ways in which they
demonstrate each proposition.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Architecture of
Accomplished
Teaching
Represents the relationship between:
• 5 Core Propositions
• NBPTS Standards
• Accomplished teaching practice
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
S
Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f
Enhanced Architecture of Accomplished Teaching
START HERE:
•ASSESSMENT OF
STUDENTS
•Who are they?
•Where are they now?
Domain 1 –
Planning &
Preparation
1b – Knowledge of
students
1f – Designing Student
Assessment
Set new high and worthwhile goals that
are appropriate for these students at this
time.
Domain 1 –
Planning &
Preparation
1a,1b,1c,1d,1
e
•What do they need and
when do they need it?
•Where should I begin?
Reflect on student learning, the
effectiveness of instructional design,
particular concerns and issues.
Domain 1 – Planning &
Preparation
1a,1b,1c,1d,1e
Set high, worthwhile goals
appropriate for these students, at
this time, in this setting
4a Reflecting
on Teaching
Provide timely, meaningful feedback to
students about their level of
accomplishment of the targeted goals.
Evaluate student learning in
light of the goals and the
instruction.
Implement instruction designed to attain
these goals.
Domain 2 – Classroom Environment - 2a, 2b,2c,2d
Domain 3 – Instruction – 3a, 3b,3d,3e
Domain 4
11
Domain 1 – Planning & Preparation- 1d
Domain 3 – Instruction – 3d
Copyright © 2014 National Board Resource Center at Illinois State University. All rights reserved
.
Domain 3 –
Instruction
3a, 3b, 3c,
3d,3e
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Evidence Based
Teaching
Purpose:
• Determine & elaborate on how to use evidence
to inform teaching practice
• Determine the difference between analyzing
and evaluating
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
S
Evidence Based Teaching:
A Way of Structuring Classroom Planning & Instruction
Teachers continuously
collect,
interpret &
use evidence of student
learning
That set high,
worthwhile meaningful
learning goals that meet
individual needs
Leading to appropriate
decisions to guide further
instruction
That align with
state/district learning
standards & NBPTS
standards for
accomplished teaching
That empower all
students to effectively
demonstrate what they
have learned
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
One Way Of Looking At
Differentiated Instruction
www.teacherweb.com
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Evidence of Your Teaching Practice
S Talk about teaching with a focus on what you
expect students to
S Distinguish evidence of your teaching
effectiveness from descriptions of your
teaching practice
S Descriptions do not document what students
learned; they merely record events or provide
your opinions about what could be done
From: “The Take One! Participant Handbook” pages 17, 18 by NBPTS. 2010.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Examples of Ways to Find Evidence
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
For Student Learning to Occur
S Must be a strong connection between
what teachers DO
student
learning & what STUDENTS do that
their learning:
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved .
Evidence as Described by Danielson
Conversations about teaching must be grounded in actual events, actions or statements, in
artifacts or in decisions a teacher has made.
Types of Evidence
S Observation
S Verbatim scripting of teacher or student comments
S Non-evaluative statements of observed teacher or
student behavior
S An observed aspect of the environment
S Conversation
S Artifacts
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Examples of Evidence &
Artifacts
of each of the 4 domains may include but are not limited to:
S Domain 1: Planning and Preparation
S Discipline plan
S Grade plan/grade book
S Lesson plans
S Long range plans
S Substitute plan
Source: Danielson Group
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Examples of Evidence &
Artifacts
of each of the 4 domains may include but are not limited to:
S Domain 2: Classroom Environment
S Affective domain (incentive, rewards, projects)
S Bulletin board (instructional, guidance, celebration)
S Class rules/routines
S Cooperative learning
S Group building strategies
S Homework plan
S Management form
S Physical layout (rationale)
S Seating arrangement (rationale)
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Source: Danielson Group
Examples of Evidence &
Artifacts
of each of the 4 domains may include but are not limited to:
S Domain 3: Instructional
S Curriculum integration efforts
S Extension/enrichment activities
S Flexible grouping plans
S Homework assignments and guides
S Instructional sequencing
S Literature/book lists
S Modifications/differentiations for special needs
S Review/reinforcement activities
S Student work samples
S Technology links
S Units of study/thematic units
S Video of instruction
Source: Danielson Group
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved .
Examples of Evidence &
Artifacts
of each of the 4 domains may include but are not limited to:
S Domain 4: Professional Responsibilities
S Accomplishments (goals, recognition, awards)
S Course work, conferences, workshops, presentations,
S
S
S
S
S
S
meetings
Parent communication (syllabus, notes, letters, surveys,
forms, feedback)
Personal reflective journal
Professional involvement (committees, organizations,
community projects)
Professional learning communities
Research to practice (professional readings, journals)
Teach/grade level meeting notes
Source: Danielson Group
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Analysis
S Analysis: “Analysis deals with reasons, motives, and
interpretation and is grounded in the concrete evidence you
provide in the materials you submit.”
S “Analysis is called for when a question in the Written
Commentary asks “how,” “why,” or “in what way(s).” When
you are asked to identify a particularly successful moment in a
sample of teaching and to tell why you regard it as successful,
you must analyze. When you are asked for a rationale, you
must analyze.”
General Portfolio Instructions: Components 2& 3 (10/14 – 10/15 version)– Page 15
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Evaluation
S Evaluation: to determine the significance, worth,
or condition of, usually by careful appraisal and
study.
S Synonyms for evaluate: weigh, estimate, gauge,
value.
S Evaluating is putting a value or judgment to a
situation.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Analysis vs. Evaluation
S
Analyzing is non-judgmental. You’re looking at the facts and evidence to understand
the situation. Analyzing a situation calls for you to look at what you know about your
students, your goals and your teaching practices and how they align together.
S
Evaluating is the conclusion after going through the analysis part.
S
Our work in examining videotapes is centered completely around the
thinking process of analyzing practice based upon certificate specific
standards. You will be looking at evidence (facts) and analyzing in a cause – impact
– consequence way of thinking.
S
The Architecture of Accomplished Teaching will help you ask each other questions
to prompt for analyzing & giving specific evidence.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved .
Videotaping Your
Practice
Purpose:
• Clarify the rationale for videotaping
• Discuss the logistical details for
getting started with videotaping
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
S
Why is Your Video Important?
A video is the only illustration of these key practices:
S How you interact with students & how they interact with
you & with each other.
S The climate you create in your classroom.
S The ways in which you engage students in learning.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved .
Videotaping Can…..
S
Help you connect the abstract to the concrete reality of teaching.
S
Give you insights into your students and allow you to collect information
from conversations and body language.
S
Help you adapt your practice to include the shifts for the common core.
S
Remind you of practices you have used, but got away from using regularly.
S
Expose what is intrinsic to your teaching and helps you unpack the
complexity of teaching.
S
Help you revise your strategies as you become more automatic or
intentional in their use.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Getting Started with
Videotaping
https://www.teachingchannel.org/videos/improv
e-teaching-with-video
S Consider this teacher’s rationale for videotaping.
S Respond to her rationale and procedures for
videotaping.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Videotaping Logistics
S Locate the General Portfolio Instructions, pages 28 – 36
S Work with a partner or small group
S Each pair or small group will be assigned a number(s)
corresponding to a box on Resource 2.13 describing an
aspect of videotaping
S Follow the directions to prepare to “teach” the
information from your section of the General Portfolio
Directions to the rest of the group
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Observing a Video
S As you watch the video, you will look for
evidence of student engagement
S Remember to be as specific as possible,
recording what is said or actual behavior you
observe
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Closure
S 5 Core Propositions: What am I already doing to demonstrate
the Core Propositions? What else can I be doing?
S Knowledge of Students Standard: How does what I know about
my students influence my practice? How can I learn more about
my students?
S Architecture of Accomplished Teaching: How does the AAT
help me articulate my practice?
S Evidence of Practice Through Videotaping: How can
videotaping become a powerful tool for analyzing my practice?
How can I get started with videotaping?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.
Preparing for the Next Cohort
Session
S Practice videotaping in your classroom.
S Bring a 3-5 minute video that shows student interaction to the next
session.
S You’ll only be sharing your video with a partner.
S Continue highlighting the Knowledge of Students Standard and
adding to the chart begun during this session. (Exploring Knowledge of
Students)
S Bring Assessment data that provides evidence for the knowledge of
students standard.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.