5 Core Propositions:
- Teachers are committed to students and their learning.
- Teachers know the subjects they teach and how to teach those subjects to students.
- Teachers are responsible for managing and monitoring students learning.
- Teachers think systematically about their practices and learn from experience.
- Teachers are members of learning communities.
Candidate Center:
National Board
Certification: How are
the questions we are exploring related?
|
Entry #1: Planning/designing
instruction over time that promotes understanding and teaches thinking
and reasoning skills.
·
Demonstrate that you are able to design
/ plan and implement a sequence of learning experiences or unit of study
that build on and give you insight into students’ conceptual understanding of
…, within the context of instruction that enhances students’ discipline
specific abilities to think and reason.
(How do you link instructional activities (including technology)
together to promote students’ understanding of _____ along with the
development of one or more related process goals?)
·
Differentiated
instruction highlighted.
·
Analyze student progress,
analysis provides insight into your own instruction and how to improve it,
reflect how your sequence of instruction works to further student learning. Goal:
Present your analysis of and reflection on the connections among your
instructional goals, the instructional activity, and the ways students
responses shape your teaching.
·
Demonstrate how the inferences and
conclusions you draw from student performance affect your future
instructional plans and goals.
|
Entry #2: Classroom Discourse
·
How do you build content knowledge and
skills during a whole class lesson?
·
Demonstrate how you use classroom discourse
and questioning to elicit initial concepts and use their understanding
to influence instruction. Demonstrate how you use discussion and targeted
questioning to develop student understanding.
·
How do you plan for student
participation? Provide evidence of your ability to engage students in
discourse as the whole class investigates, explores, or discovers important
concepts, procedures, or reasoning processes within a stimulating and
inclusive environment. Focus question:
How do you ensure fairness, equity and access to learning for all students?
·
How do you evaluate whole class
participation? Provide evidence of your
ability to describe, analyze, and evaluate students’ participation and their
ability to think and reason. (What
were critical moments or choices you
made? Significant successes in lesson and why? What would you do
differently? Why? Influences to future
instruction?)
|
Entry #3: Small Group Work
·
How do you use
small group instruction to build content knowledge? Demonstrate how you interact with
students (1:1, small group, non-verbal) working in small groups in order
to promote discourse & to student understanding.
·
Provide evidence of
your ability to engage all students in discussion in order to help
them make sense of their learning, draw conclusions, and engage in thinking
and reasoning. Goal: Show how you use manipulative
materials or appropriate technology to provide access to or deeper
understanding.
·
Analyze and reflect on the discussion and
consider how your teaching supports the development of students’
communication and inquiry skills.
Goal: Show how you model
questioning strategies and thinking and reasoning processes to promote
interactions between you and the students, as well as among the students in
small groups.
·
How do you evaluate
small group participation? How do you reflect on your instruction? Goal:
Describe, analyze, evaluate, and reflect on the discussion, student
participation, and the development of communication/ talk skills, thinking and reasoning skills, and
content knowledge.
|
|
National Board Entries 1-3
*Highlighted entries are not completely congruent
with the group.
|
||
|
Entry #1: Planning/designing instruction over time
that promotes understanding and teaches thinking and reasoning
skills.
|
Entry #2: Classroom
Discourse
|
Entry #3: Small Group Work
|
|
History: Teaching reasoning through writing.
|
History:
Facilitating Civic Engagement.
|
History:
Promoting Social Understanding.
|
|
Science:
Designing Science
Instruction
|
Science:
Probing Student Understanding
|
Science:
Inquiry through investigation
|
|
Math: Developing and Assessing Mathematical
Thinking and Reasoning
|
Math: Instructional Analysis: Whole Class Mathematical Discourse
|
Math: Instructional
Analysis: Small-Group mathematical
Collaboration
|
|
ELA:
Analysis of student growth in reading and writing over time
RDG/LA:
Promoting Literacy development through writing
|
ELA:
Instructional Analysis: Whole group discussion
RDG/LA: Constructing meaning through reading
|
ELA:
Instructional Analysis: Small groups
RDG/LA:
Integration of
Listening, Speaking, Viewing and Visual Literacy
|
|
Media Specialist:
Instructional Collaboration
|
Media Center Specialist:
Fostering an Appreciation of Literature
|
Media Center Specialist:
Integration of Instructional Technologies
|
|
World Languages:
Designing Instruction over time
|
World Languages: Building Communicative and Cultural
Competence
|
World Languages: Engaging all Learners
|
|
ELL– Elementary: Assessment as a tool for
instruction
|
ELL:
Scaffolding Learning
|
ELL : Elementary: Facilitating Interactions, Small Groups
|
|
SpEd:
Assessment Informs Instruction
|
SpEd:
Fostering Communication and Literacy Development
|
SpEd:
Enhancing Social and Emotional Development
|
|
Music:
Planning
|
Music:
Delivering Instruction
|
Music:
Demonstrating and developing musicianship (student roles?)
|
|
PE:
Instruction to Facilitate Student Learning
|
PE:
Assessment for student learning
|
PE:
Creating a Productive Learning Environment
|
|
Art:
A portrait of teaching over time. (Sequence of instruction)
|
Art:
Learning about making art.
|
Art:
learning to study, interpret, and evaluate art
|
|
CTE:
Assessment of Student Learning (informing instruction)
|
CTE:
Demonstration Lesson (whole class lesson)
|
CTE:
Fostering Teamwork
|
|
Connections to
PD:
·
History
and LA: Provisional Writing (self) à Writing Short (readable) à Writing Long (polished)
·
Different
types of writing produce different types of thinking.
·
How
and/or when is writing a scaffold for talk or an assessment after reading and
talk?
·
Plan: Ideal – Real à Supports/Scaffolds
·
Reflection: L@SW = what can, verge, far from à Link to instruction à Implications for further instruction
|
Connection to PD:
·
Talk
and engagement strategies
·
EX: PPPB, WAIT TIME/PTT, Turn and Talk, Think-Pair-share, Jigsaw,
Fishbowl, written conversations, inside/outside circles…
·
Plan: Ideal – Real à Supports/Scaffolds
·
Reflection: L@SW = what can, verge, far from à Link to instruction à Implications for further instruction
|
Connection to PD:
·
Talk
and engagement strategies
·
EX: Small group norms and structures, PPPB, PTT, Numbered heads, group and individual accountability
·
Plan: Ideal – Real à Supports/Scaffolds
·
Reflection: L@SW = what can, verge, far from à Link to instruction à Implications for further instruction
|
Math Entries:
1. Developing and Assessing Mathematical Thinking and Reasoning
2. Instructional Analysis: Whole-Class Mathematical Discourse
3. Instructional Analysis: Small-Group Mathematical Collaboration
4. Documented Accomplishments: Contributions to Student Learning
- Family communication
- Teacher as learner
- Teacher as leader / collaborator at local, state, and national levels
Science Entries:
1. Teaching a major idea over time.
2. Active Science Inquiry
3. Whole Class discussions about Science
4. Documented Accomplishments: Contributions to Student Learning
- Family communication
- Teacher as learner
- Teacher as leader / collaborator at local, state, and national levels
1. Teaching Reasoning through Writing
2. Facilitating Civic Engagement
3. Promoting Social Understanding
4. Documented Accomplishments: Contributions to Student Learning
- Family communication
- Teacher as learner
- Teacher as leader / collaborator at local, state, and national levels
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