What to Expect this Week

When we meet tomorrow evening, I'll be showing you an example of a unit plan I found on the internet and you will be helping me identify the information we need to answer the questions the National Board asks about this component.

Then, you will go into small groups to do the same process with your own teaching.  You will begin planning for a first try at teaching this way with your students.  I have you doing this now so you can learn, modify, and do it again with your next unit of instruction--and even with your next, if needed.  It took me three units to get my first usable one for National Board purposes.  But I was teaching well while I practiced, and it didn't hurt a thing. (On the contrary!  My students had a really engaged teacher that year!)  Over time I began to understand how I needed to adjust to meet the standards.  This is the process I am proposing to you.

The next components will go faster and be easier because of the learning you do on this first component.

See you tomorrow!  :-)

Why We Do This

The National Board is all about "accomplished teaching", and every NBCT you'll meet says this is the best PD they've ever done.  It really makes you a better teacher.   But don't take my word for it :-) Check out this blog post by Luann Lee.

It's about you challenging yourself to be your best as a teacher, to excel at your job, and to give your best to your students.

You can do this.

Homework for Week 3

This is a thorough read of your content standards, and it will provide good ideas for our meeting on September 29th.  You will eventually do it anyway, but it's a good time to just look over them even if you can't do the deeper digging right now.

Be patient and you will find that you will get this.  It's tough to start anything new.  If you need accountability then snap a picture of your highlighted, underlined, or annotated standards and post them in the comments.  If that doesn't work, send them to me and I'll include them in the next post (with or without names--your choice.)

Homework Schedule

About the Graduate Class

We are already working on assignments for the graduate class, but you will pay your tuition to Concord University (if you decide to) in January.  We will not be finished with the work until their Spring semester, so you will receive your grad credit in the Spring.  I have plans for a Summer course also, but that has not been finalized.  The work you do from February to May will be for Summer grad credit.  

Have you noticed that the posts read from most recent and then backward?  So when I write about the steps involved in planning, I write them as 1st, 2nd, and 3rd.  But when you read them, you see them in  reverse order on this blog.  Oh well--it is a good thing you all are smart.  :-)  Enjoy your weekend!

"Key Elements of Differentiated Instruction"

Component 2 is asking how you differentiate instruction--and even though we probably already do this, it's always good to refresh our teaching.  You will do your own research into differentiated instruction, but here are some ideas to get you started.  If you find good resources you want to share, feel free to add links to them in the comments!

Here are some excerpts from Carol Ann Tomlinson's book, Leading and Managing a Differentiated Classroom.  

1-Why differentiate?

"In an effectively differentiated classroom it is understood that:

• Students differ as learners in terms of background experience, culture, language, gender, interests, readiness to learn, modes of learning, speed of learning, support systems for learning, self-awareness as a learner, confidence… independence… etc.

•  Differences profoundly impact how students learn and the nature of scaffolding they will need at various points in the learning process.

• Teachers have a responsibility to ensure that all of their students master important content.

•  Teachers have to make specific and continually evolving plans to connect each learner with key content. 

•  Teachers are required to understand the nature of each of their students, in addition to the nature of the content they teach.

•  A flexible approach to teaching "makes room" for student variance.

•  Teachers should continually ask, "What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that that happen?"

2-Where to differentiate

There are seven places you can differentiate:  content, process, product, affect (how a student's emotions and feelings impact his or her learning), student readiness, student interests, and student learning profile (learning environment preferences, multiple intelligences, gender-based patterns, and cultural influences.)


You can find more information from this resource when you "Look Inside" at this link.

Dear Joetta… I would like to see an example of someone's work...

Dear candidate,

:-)  I totally get that!  It feels like you are running blind here!  

It is an overwhelming process, but one that is do-able.  It takes time to feel comfortable with this project and it seems vague because NBCTs aren't ethically allowed to show their work to anyone.  

At the training this summer the trainer said, "No, no and no."  Although all teachers want to see an exemplar of work, the National Board doesn't want any one cookie cutter mold to develop--which happens when teachers see an example.  

Seriously, I can see you are a good teacher and a smart teacher who wants to do your best.  You can trust me and the other mentors to guide you correctly and enjoy and appreciate your unique approach.  It will be hard to trust this process, but if you allow yourself to just begin, over time you will find yourself swimming and be very proud of yourself.  Because of the new system, you will not "fail" but rather get a formative score so you can make decisions about additional work.  That was a good decision on the part of the National Board.  

I will definitely help you find an NBCT in your area to read your work and mentor you.  I'll also explain to you how the work is scored, which will help you make decisions in January/February.   Sorry the answer may not be what you had hoped for, but this is why I keep encouraging you to embark on the journey, realizing you will get your "aha moment."

:-)  Joetta 

Homework for Week Two

Your week 2 homework is the Contextual Information sheet.  It is found in your Component 2 files that you can download here.  Look at all the files contained in this link for your certificate area.  It's generally the second file listed and is a typable form.  Save it and email it to me and I or another mentor will look it over for you.  :-)

Component 2, step 3

Ahhh.  This is where we started on September 1st.  It's where you look at what you teach and try to systematically design activities and lessons to bring your students along from where they are to where you want them to be.  You've done this before in college (maybe) and you haven't had time or made time for this deep planning in awhile.  So now, with your desire for National Board certification on the line, give yourself time to do this deep and strategic planning again.  Read about the task in your Component 2 guide.  What do they want you to do?  It's outlined in the section called, "What Do I Need to Do?"  Component 2 is about differentiated instruction, and we will be thinking more about that later this month.  Begin looking at your "go-to" activities for this content.  Google some ideas.  Educate yourself about the key words and topics in your Component 2 guide.  Think carefully and deliberately about the design of your instruction.  This is why the process is great--you get to immerse yourself in your teaching.  It's kind of like a bubble bath, so just find a quiet corner and sink into it.  :-)

Component 2--step 2

This is to identify the goals you have for your students, and think about why they might be appropriate. Of course, we have state mandated goals which may or may not also be common core goals for our subject areas.  I remember this was the case for science back in 2005-2006.  Are there any subject areas with this situation now?  I'm thinking art, PE, music, etc. may be like this.

What are some other ideas for sources or types of goals you want to share?

Designing Your Component 2--step 1

We started looking at the Architecture of Accomplished teaching, and thinking about a unit of instruction that we want to teach or normally would teach in September or October.  I'd like you to have designed this instruction and have taught it by Thanksgiving.

So in the architecture, step 1 is to write everything you know about your students.  What are some ways you know about your students?  What is some information you have about your students?  Share ideas for your cohort in the comments!

Homework for Week One

For week one you are supposed to have your verification forms completed.  There is a link to them in the Guide to National Board Certification.  Here is what the guide says:

Verifying Your Eligibility
During the registration process, first-time candidates will be required to attest that all eligibility prerequisites will be met before starting the certification process. By attesting to meeting these requirements, you represent the information is true and understand that if misrepresented or falsified, you will be withdrawn from the National Board Certification process or if granted, National Board Certification will be revoked.
National Board will routinely audit first-time candidate records and request proof of meeting these requirements. If you are randomly selected for an audit, you will need to provide supporting documentation demonstrating you met the eligibility requirements. If you are deemed ineligible at any point, you will not receive a refund of the registration fee, any service fees, or the assessment fee for any completed components.
Audit
Candidates who are being audited for eligibility will be notified by the National Board via email within 30 days of registration. You will then have 30 days to return the appropriate verification forms located in the Eligibility Verification Forms and Instructions. You will be notified of your eligibility status within 30 days of receipt of the completed verification forms. Candidates who do not return the appropriate forms and documentation within the specified time frame will be deemed ineligible and their application will be withdrawn. 

Since you don't have to have your account created and your $75 fee paid to NBPTS until October, I would like to change the due date of this assignment to October 13th.  If you are already working on it and have the paper copies, that is fine.  All assignments are listed in my "grade book" (an Excel spreadsheet) and all you need to do is get every box checked.  By trying to keep the exact due dates, you are on track to have your entries done with a little breathing room, but there is enough flexibility for you to flip-flop assignments if your situation warrants it.

Another Week One assignment that makes a lot of of sense is to get your student release forms signed.  They are found on the website by clicking on your Component 2.  This allows you to download all of the files you need and the student release forms are at the bottom of the list.   Therefore, the alternate assignment if you don't have paper copies of verification forms for whatever reason, is to bring in your student release forms signed on September 29th.   And if you want to be the "A" student in this Pass/Fail course, just bring both!  (humor.)

What Happened at the First Meeting?

If you were there, then you know!  But for those who did not make it I'll give a recap.  We tried to meet each other a bit, we got the syllabus for the grad class (which guides our meetings), and we started thinking about designing component 2.  This blog is meant to support and extend the monthly meetings.  It is also a place you can choose to interact with me and others through the comments.

At this point, you should feel overwhelmed, I think.  Perhaps even confused.  But maybe you feel a kernel of hope too!  :-)  It will feel unclear because it's a developmental process.  Your candidacy is definitely your own personal journey but I've structured it to give you a quick start.  The basic design is to have you attempt your Component 2 very early on so that you can do it one or two more times if needed before you have to submit.  The teaching of Component 2 will be between now and Thanksgiving.  You will write about it in the second semester, but you will also have plenty of time to try a different approach to Component 2 if you want to in the early Spring.  I had a great cohort experience at WVU, and I'm modeling this cohort after that one--which was very successful.  Remember that this is a process and just relax and enjoy it… you have time; this is not like the old National Board process you heard about and you have time to allow yourself to grow into this.
There will also be an element of confusion because you are the first cohort for me to lead.  But I don't think this will be "fatal confusion,"  I'm definitely aware of the need to keep defining and refining as needed to make this work for all of us, and if you are willing to keep asking questions for clarification, I'm willing to be flexible and helpful too.  A third reason you might think there's a "vagueness" in this process is that you are only the second set of people in the nation to go through this new, revised version of National Board certification.  There aren't a lot of people that have been through exactly what you are going through.  It will be okay.

I started a Class Notebook on Office 365, but it doesn't seem to be working smoothly enough for me to depend on it.  We do also have another place you can connect with each other--that is Yammer, a site similar to Facebook that was created for West Virginia teachers and that you can access through Office 365 at the "waffle."  Once you create your account, search for Harrison County NBCT group.  And if you have questions about that, just email me or comment in this blogpost.

Further information about last night's class:

We have four natural subgroups I think we can split into during collaboration times so that there can be better discussion when needed--Literacy, Exceptional Needs, Generalist, and Middle/High School.  We have mentors assigned to each group.

Please email me for any reason, even if you need to be talked off the ledge.  :-)