Entry 4

1
Entry 4

• Working in a
• Professional Community to
• Impact Student Learning

2
Outline

• Opening
• Using the Rubric and Standards to Plan and
  Analyze
• Categories of Accomplishments
• Professional Collaboration
• Family Partnerships
• Leader, Learner, Collaborator
• Activity, Significance, Impact on Student
  Learning
• Writing and Documentation

3
Outcomes

• Candidates will have the opportunity to
• To use the NBPTS directions and standards to
  analyze how they impact student learning by
  collaborating with other professionals and
  parents and by utilizing community resources.
• To use tools to prepare and analyze written
  commentaries and documentation for Entry 4.

4
Outlining Rubric

• Review the Handout Finding Evidence of the
  Rubric and Standards in a Video and Student Work
  Entries 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

5
NBPTSRubric and Standards

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

6
Planning and Analyzing Stages

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

7
Three Categories of Accomplishments

• Read the handout Documented Accomplishments
  Categories Diagram Note that you should present
  evidence of your accomplishments in each of the
  three identified categories.
• In three small groups (1 for each category),
  record on chart paper a brainstormed list of 3
  possible activities your selected category.
• In a whole group, discuss the ideas for each
  category and identify activities that might
  overlap into 2 or more categories.

8
NBPTS Standard for Professional Collaboration

• Independently, read the standard in your
  certificate for professional collaboration and
  highlight the key concepts.
• In small groups or pairs, list key concepts
  found in the standard on chart paper and post in
  the room.
• Skip lines so there will be room for ideas on
  post-its to be placed during the next activity.
• Independently, take a gallery walk and read the
  key concepts from the standards.
• Add newly discovered key concepts to your Handout
  Blank Finding Evidence of the Rubric and
  Standards in a Video

9
Professional Collaboration What You Already Do

• Review the key concepts from the NBPTS standards
  listed on chart paper.
• In small groups, share specific activities you
  already do that shows evidence of each key
  concepts.
• Write each different activity on a post-it note
  and place the notes under the corresponding
  heading on the chart paper.
• In a whole group, report out reading the charts
  and post-its.

10
What Can You Do to Move Toward the NBPTS Standard?

• In small groups, identify key concepts for which
  you have not yet addressed.
• Discuss what you could do to improve your
  collaboration with colleagues to impact your
  students learning.

11
Family Partnership Standard

• Independently, read the standard in your
  certificate for family and community and
  highlight the key concepts.
• In small groups, list key concepts found in the
  standard and list on chart paper and post in the
  room. Skip lines so there will be room for the
  post-its to be placed during the next activity.
• Direct participants to independently take a
  gallery walk and read the key concepts from the
  standards.

12
Family PartnershipsWhat You Already Do

• Review key concepts from the standards listed on
  chart paper.
• In small groups, share specific activities you
  already do that shows evidence of the key
  concepts.
• Write each different activity on a post-it note
  and place the notes under the corresponding
  heading on the chart paper.
• Report out to the whole group, reading the charts
  and post-its.

13
What Can You Do to Move Toward the NBPTS Standard?

• In small groups, identify key concepts for which
  you have not yet addressed.
• Discuss what you could do to improve your
  collaboration with families and the community to
  impact your students learning.

14
Multiple Pathways to Parent Communication

• Read the Handout A Dozen Activities to Promote
  Parent Involvement.
• In small groups, discuss what you have done to
  communicate with parents.
• Take notes on the BLANK Multiple Paths to
  Parent/Community Communication. Share with the
  small group.
• In a whole group, share additional strategies as
  examples of two-way communications with parents
  and community.

15
Leader, Learner and Collaborator

• Review the charts and respond to the following 3
  questions
• How have you worked as a leader and collaborator
  at the local, state and/or national level within
  the last 5 years?
• How have you worked as a learner, showing you
  have strengthened your own knowledge, skills
  and/or teaching practices through professional
  development in area relevant to you and your
  teaching context?
• How have you worked with students families and
  the community to show on-going, interactive,
  two-way communication that focuses on student
  learning?

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How Can You Show Evidence As A--

• LEADER, LEARNER, COLLABORATOR?
• Answer each of t he questions in writing as a
  bulleted list.
• In small groups, share your responses to each
  question.
• Share your lists with the whole group.
• Take notes on what you may do to show more
  convincing evidence.

17
Significance and Impact on Student Learning

• Individually, read the Handout Chart for
  Professional Collaboration.
• Choose one activity from the brainstormed lists
  to write under the Activity heading.
• Read the Handout How To Document Your
  Accomplishments.
• In a whole group, discuss the guiding questions
  for each section (description, significance, and
  student impact).
• In small groups, discuss how the activity listed
  on the overhead. was significant and how it
  impacted student learning, using the handout as a
  guide.
• In a whole group, report the responses of your
  group.

18
Writing About Your Accomplishment

• Read the Handout Documented Accomplishments
  Categories chart.
• Choose 1 of your activities from each area that
  meets the criteria and make notes in each column
• Activity
• Significance
• Impact on Student learning

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How to Document Your Accomplishments

• Read Choosing Your Documentation from the NBPTS
  portfolio instructions for your certificate.
• In a whole group, discuss the 3 types of
  documentation
• artifacts
• verification forms
• communication logs
• Brainstorm a list of possible types of evidence
  to support your accomplishments.

20
Writing About an Accomplishment

• Read the Handout Guide for Collaborative
  Accomplishments.
• In a whole group, discuss the sentence stems that
  provide guidance for how to write about
  accomplishments.
• Individually, complete the sentence stems for 1
  of your activities.
• In small groups, share each stem. Each group may
  record 1 example on chart paper.
• In whole group, clarify meanings, answer
  questions and share examples from each group.

21
Next Steps

• Read the handout Practical Tips for Getting
  Started With Entry Four. Clarify the ideas
  presented.
• List on a 3x5 card what next steps you will take
  in order to complete Entry Four.