Writing for NBPTS

1
Writing for NBPTS
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Outline

• Opening
• Showing Evidence
• Enhanced Architecture of Teaching
• NBPTS Types of Writing
• Practicing Writing
• Analyzing Drafts of Writing

3
Outcomes

• Candidates will have the opportunity to
• Know, Analyze and Compose in the three Types of
  Writing,
• Know how to Analyze Writing for Evidence of The
  Enhanced Architecture of Accomplished Teaching
• Know how to Use Writing Tips
• Practice NBPTS Writing

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Outlining Rubric

• Review the Handout Finding Evidence of the
  Rubric and Standards in a Video to see generic
  key concepts.
• Read Portfolio Direction How Will My Response Be
  Scored?
• List key concepts on the Handout Blank Finding
  Evidence of the Rubric

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NBPTSRubric and Standards

• Read through NBPTS Standards identified for this
  entry to find more information about the key
  concepts through--
• Clarification
• Examples
• Descriptions

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Planning and Analyzing Stages

• Planning Stage
• Brainstorm what could be included to show
  evidence of each key concept in the rubric.
• Drafting and Analyzing Stage
• List evidence found for each key concept in the
  videotape or written commentary.

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Three Types of Writing for NBPTS

• Descriptive
• Analytical
• Reflective

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Defining the Qualities

• Read pages 13-17 of the NBPTS Getting Started
  Section of the portfolio instructions.
• Underline or highlight key concepts in the
  definitions.
• Clarify meanings.

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Summarizing Qualities of Writing Types

• Read the Handout Writing for the National Board
  Process.
• Summarize the unique characteristics of the three
  types of writing.

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Adding Value

• In small groups or pairs,
• Read the Handout Adding Value When Writing the
  Portfolio.
• Discuss and identify strategies to use when
  drafting and revising the written commentaries.

11
Writing Tips

• In small groups or pairs,
• Read the Writing Tips For Portfolio Entries
  handout.
• Identify and clarify the meaning of key words and
  list on chart paper.
• Brainstorm and record strategies to make your
  writing more clear, convincing, and concise.

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Analyzing to Identify Three Types of Writing

• In partners or small groups,
• Read the Example I (pages 19-21 of Getting
  Started in Portfolio Instructions)
• Identify and justify the type of writing in each
  case for reinforcement (Description, Analysis,
  Reflection).
• Identify descriptive and analytical verbs in each
  paragraph and discuss the differences.
• List and share additional verbs that may be used.

13
Analytical Reflective Writing

• In partners or small groups,
• Read and follow the directions on the Analytical
  and Reflective Writing handout.
• Highlight analytical and reflective writing in
  different colors.
• In a large group,
• Discuss reasons for decisions about the
  appropriate category.

14
Adding Analysis to Descriptive Writing

• Individually or with a partner,
• Read the directions on the Adding Analysis to
  Descriptive Writing handout.
• Revise the description to include analytical
  thinking.
• Share analytical statements and explain why they
  are analytical and not descriptive.

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Active Verbs

• Individually and in small groups,
• Read through and discuss the handouts Verbs for
  your NBPTS Writing, Blooms Taxonomy Chart,
  and NBPTS Portfolio Development Communicating
  in an Active Voice.
• Discuss and generate additional verbs .

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Showing Evidence

• Read the sample of excerpts from a written
  commentary on student work analysis that is in or
  close to their certificate area.
• Partner with another person or join a small group
  using the same sample.
• Identify the differences in showing evidence
  between the two samples and share specific
  reasons, details, and information.

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Architecture of Teaching and Questions

• Review the Enhanced Architecture Of Accomplished
  Teaching handout all questions in the NBPTS
  entry are designed to support the candidate in
  showing evidence of thinking through each part of
  the Architecture of Accomplished Teaching.
• Identify and justify with specific examples the
  type of writing associated with each part of the
  Architecture of Teaching.
• Remember that some parts of the Architecture may
  have more than one type of writing involved in it.

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Analysis ? Assessment? Adjustment

• Complete the right side of the Analysis ?
  Assessment? Adjustment handout.
• Use specific information and reasons from one of
  your draft entries.
• Share notes and discuss with a partner.

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NBPTS Writing PracticeDescription

• Individually,
• Read the directions for descriptive writing in
  the handout NBPTS Writing Practice.
• Write a description for 5 10 minutes.
• Pass your paper to another participant. The
  reader should write questions that could help the
  writer be clearer.
• The reader should return the paper to the writer
  and the writer should read questions and take
  notes to revise.

20
NBPTS Writing PracticeAnalysis

• Individually,
• Read the directions for analytical writing in the
  handout NBPTS Writing Practice.
• Write an analysis for 5 10 minutes.
• Pass your paper to another participant. The
  reader should write questions that could help the
  writer be clearer.
• The reader should return the paper to the writer
  and the writer should read questions and take
  notes to revise.

21
NBPTS Writing PracticeReflection

• Individually,
• Read the directions for reflective writing in the
  handout NBPTS Writing Practice.
• Write a reflection for 5 10 minutes.
• Pass your paper to another participant. The
  reader should write questions that could help the
  writer be clearer.
• The reader should return the paper to the writer
  and the writer should read questions and take
  notes to revise.

22
Analyzing Drafts of Writing

• With a partner, Read and revise your drafts of a
  written commentary.
• Identify descriptions and analytical statements.
• Use any handouts revise your drafts to show
  evidence of your analytical and reflective
  thinking.

23
Reflection in Your Entry

• Individually write a reflection for your draft
  that answers questions on the I Need to Reflect
  On handout.
• Share your revised drafts with a partner. The
  reader will read the revised draft and write
  questions to support the writer in clearly and
  logically analyzing and reflecting.

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Reflective Graphic Organizer

• In whole or small groups, discuss the components
  fo the Reflection Graphic Organizer handout.
• Generate specific examples for each small circle
  topic.