NBPTS Chatboard – Teachers.Net

Join Teachers.Net

Chatboards

Recent Groups

NBPTS

MEMBERS

145 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

NBPTS Chatboard

Comp 3

by Gray47

Mar 2, 2017

For component 3, what does it mean by "instructional materials"? Lesson plans?? pictures??

Comment

report post

Name abbreviations

by Rachel

Mar 1, 2017

I keep getting conflicting advice on whether or not to use name abbreviations when referring to students in my small group video lesson. My students names are Azul, Allison, Izzabella and Zakilah so even trying to abbreviate them without total confusion seems hard! what do you guys think? In my comp 2 when i only spoke about 1 student i did abbrevi...See More

Comment

(1)

report post

ljjh68 Unless you call them by name in the video, you could assign shorter names to them or give them unique abbreviations with your own assigned letters. You could also try student 1, student 2 etc.. then abbreviate S1 S2 S3

On 3/01/17, Rachel wrote: > I keep getting conflicting advice on whether or not to use > name abbreviations when ref...See More

Mar 1, 2017

report post

EMC Literacy Component 3

by Sara

Feb 24, 2017

In my component 3 instruction I have to create two videos, one that show reading instruction and the other that shows integrating language arts processes. I have new groups every 30 minutes because I teach Title I, can someone clarify what language arts processes would be, because to me it seems like I should be doing two videos that are similar. ...See More

Comment

(3)

report post

view previous comments

Sara Thank you so much for the clarification, you are right I do that already, I am just so nervous I will video the wrong thing. Just one more quick question. I have a small group I videoed on a lesson and I am planning on videoing a one-on-one lesson with a student from that same group. It will be a different lesson, is it ok to use the same student i...See MoreThank you so much for the clarification, you are right I do that already, I am just so nervous I will video the wrong thing. Just one more quick question. I have a small group I videoed on a lesson and I am planning on videoing a one-on-one lesson with a student from that same group. It will be a different lesson, is it ok to use the same student in both videos?

Thanks Sara

On 2/24/17, What Works wrote: > In your certificate area, you are asked to use reading for > one video and integrate the language arts process in the > other. In other elementary certificates, teachers must > choose 2 subject areas: math, science, and/or social > studies. > > First the assessors want to see your expertise in the > areas of your certificate - in your case reading and the > language arts processes. > > Second, they want to see how you manage different > formats, whole/large group, small group, individuals > and/or some other appropriate grouping. Read your > instructions to see what you're allowed in the LRLA > certificate. They want to see you using a variety of > strategies/management with different sizeed groups. > > Now to your question about the language arts processes. > These are explained in your NB STANDARDS. Find the > Standard that explains the various subject areas involved > in the Literacy certificate and read this Standard > thoroughly. In a nutshell they are: reading, writing, > speaking, listening, and viewing. But just seeing this list > won't be enough. Do read this Standard. It is the most > important foundation for C3. > > So one of your videos must focus on reading instruction. > The other needs to focus on something else but include > those language arts processes. So kids need to "view" > something..."look" at something, perhaps a chart, or > flashcards, or pictures...the sky's the limit. They need to > talk about the information you're presenting - with you > and with each other. They need to do some writing about > the topic, and listen to you and each other. You need to > plan a lesson that incorporates all those skills. > > The reading lesson you do should also show many if not > all of those skills as well. My guess is that you do this > everyday in almost every lesson. If you don't, you'll need > to figure out ways to show those things. They can > definitely be shown in a 30 minute lesson. If something > doesn't show in the 15 minutes you submit, then you > write about them. > > Hope this helps! > > > > > On 2/24/17, Sara wrote: >> In my component 3 instruction I have to create two > videos, one >> that show reading instruction and the other that shows >> integrating language arts processes. I have new groups > every >> 30 minutes because I teach Title I, can someone clarify > what >> language arts processes would be, because to me it > seems like I >> should be doing two videos that are similar. >> >> Thanks

Mar 1, 2017

report post

What Works I don't see any wording that would prohibit that. After all, if you work 1-1 with a student, that student will be in your class and could easily be part of the other video.

On 3/01/17, Sara wrote: > Thank you so much for the clarification, you are right I do that > already, I am just so nervous I will video the wrong thing. Just one ...See MoreI don't see any wording that would prohibit that. After all, if you work 1-1 with a student, that student will be in your class and could easily be part of the other video.

On 3/01/17, Sara wrote: > Thank you so much for the clarification, you are right I do that > already, I am just so nervous I will video the wrong thing. Just one > more quick question. I have a small group I videoed on a lesson and > I am planning on videoing a one-on-one lesson with a student from > that same group. It will be a different lesson, is it ok to use the same > student in both videos? > > Thanks > Sara > > On 2/24/17, What Works wrote: >> In your certificate area, you are asked to use reading for >> one video and integrate the language arts process in the >> other. In other elementary certificates, teachers must >> choose 2 subject areas: math, science, and/or social >> studies. >> >> First the assessors want to see your expertise in the >> areas of your certificate - in your case reading and the >> language arts processes. >> >> Second, they want to see how you manage different >> formats, whole/large group, small group, individuals >> and/or some other appropriate grouping. Read your >> instructions to see what you're allowed in the LRLA >> certificate. They want to see you using a variety of >> strategies/management with different sizeed groups. >> >> Now to your question about the language arts processes. >> These are explained in your NB STANDARDS. Find the >> Standard that explains the various subject areas involved >> in the Literacy certificate and read this Standard >> thoroughly. In a nutshell they are: reading, writing, >> speaking, listening, and viewing. But just seeing this list >> won't be enough. Do read this Standard. It is the most >> important foundation for C3. >> >> So one of your videos must focus on reading instruction. >> The other needs to focus on something else but include >> those language arts processes. So kids need to "view" >> something..."look" at something, perhaps a chart, or >> flashcards, or pictures...the sky's the limit. They need to >> talk about the information you're presenting - with you >> and with each other. They need to do some writing about >> the topic, and listen to you and each other. You need to >> plan a lesson that incorporates all those skills. >> >> The reading lesson you do should also show many if not >> all of those skills as well. My guess is that you do this >> everyday in almost every lesson. If you don't, you'll need >> to figure out ways to show those things. They can >> definitely be shown in a 30 minute lesson. If something >> doesn't show in the 15 minutes you submit, then you >> write about them. >> >> Hope this helps! >> >> >> >> >> On 2/24/17, Sara wrote: >>> In my component 3 instruction I have to create two >> videos, one >>> that show reading instruction and the other that shows >>> integrating language arts processes. I have new groups >> every >>> 30 minutes because I teach Title I, can someone clarify >> what >>> language arts processes would be, because to me it >> seems like I >>> should be doing two videos that are similar. >>> >>> Thanks

Mar 1, 2017

report post

Overlap?

by ljjh68

Feb 28, 2017

The General Portfolio instructions for Component 2, 3 and 4 says, "the evidence submitted for Component 2 and Component 4 and one of the 2 video recordings submitted for Component 3 may be from the same unit of instruction, but must be from different lessons that have unique goals and objectives-even if all evidence is drawn from a single inst...See More

Comment

report post

EMC/Literacy

by kparker

Feb 28, 2017

So starting Comp 2. Having a difficult time deciding what to do this 3 week unit over. What do everyone else choose? I was thinking about making connections to books

Comment

report post

C4 - Formative Assessment

by CPJSWilliams

Feb 28, 2017

For my formative assessment entry the second question asks " 2.Provide context for the examples of student self-assessments." I have one page of space available to write so it seems that it needs to be more in-depth than glossed over.

What does PROVIDE CONTEXT mean exactly? Do they want the self-assessment explained in terms of ...See More

What Works The definition of the word context is: the set of circumstances that form the setting for an event, idea etc. and in terms of which it can be fully understood and assessed. So think of the self assessments in those terms. WHEN were they given (within the unit of study)? WHAT did you hope to find out from them? Why did you give the type of SA you di...See More

Feb 28, 2017

report post

FYI Updates

by ljjh68

Feb 27, 2017

The latest version of the General Portfolio Instructions is different than the one posted earlier, so you may want to review the current one to see updated guidelines and rules.

Comment

report post

CTE Assessment Center Comp1

by susan

May 24, 2016

Hi, can anyone offer some suggestions on what type questions could be asked for essay on the Career Tech Education Component 1 at the assessment center? Any thoughts greatly appreciated. here or email me at susiegalaxy@gmail.com

THANK YOU!

Comment

(5)

report post

view previous comments

Laverne Godfrey On 5/24/16, susan wrote: > Hi, can anyone offer some suggestions on what > type questions could be asked for essay on the > Career Tech Education Component 1 at the > assessment center? Any thoughts greatly > appreciated. here or email me at > susiegalaxy@gmail.com > > THANK YOU! Hello everyone. Could someone PLEASE Help me ...See More

Feb 27, 2017

report post

What Works Laverne, start by downloading Component 1 from the NB website. It explains the exercises and gives sample. Use the sample constructed exercises to actually PRACTICE writing answers. Set a timer for 30 minutes and type away. Do this multiple times. Both your thinking and typing will get faster. There are some other things you'll want to do/study, bu...See More

Feb 27, 2017

report post

Assessment pages

by ljjh68

Feb 26, 2017

I am working on Component 4 for EA Science. For my summative assessment, I give both a written response and a multiple choice portion of the test. I have lots of students who are ELL so I use the multiple choice portion to better gauge their understanding because writing is difficult for them. I still have them do the written part, because that pro...See More

Comment

(3)

report post

view previous comments

Biophysteach I am working on AYA science and have a similar format to my assessments. I took out all extra spacing to shrink the assessment without actually shrinking the font. For example, I took out extra lines between questions, space to answer open ended questions, put answer choices on the same line, removed the title/name etc from first page. I would neve...See More

Feb 26, 2017

report post

What Works Biophysteach, I think you've made some excellent suggestions. These should help EVERYONE!

On 2/26/17, Biophysteach wrote: > I am working on AYA science and have a similar format to my > assessments. I took out all extra spacing to shrink the > assessment without actually shrinking the font. For example, > I took out extra lines...See MoreBiophysteach, I think you've made some excellent suggestions. These should help EVERYONE!

On 2/26/17, Biophysteach wrote: > I am working on AYA science and have a similar format to my > assessments. I took out all extra spacing to shrink the > assessment without actually shrinking the font. For example, > I took out extra lines between questions, space to answer > open ended questions, put answer choices on the same line, > removed the title/name etc from first page. I would never > actually give a test using this format, but it allows for more > content on a page. > > For the formative this allowed me to include everything. For > the summarize, after removing empty space I included one > representative page for the multiple choice and one of the > short answer/open ended. In the data section I included data > for the entire test. > > > On 2/26/17, What Works wrote: >> I hope others will also respond, but as to your >> assessments, you can submit partial pages that would be >> "representative" of the MC and/or essay questions. You >> can label them just that way..."Representative test items" >> or something similar. Assessors don't have to see the >> whole thing. It's fine to use a student-completed sample. >> >> Hope that much helps! >> >> >> On 2/26/17, ljjh68 wrote: >>> I am working on Component 4 for EA Science. For my >>> summative assessment, I give both a written response >> and a >>> multiple choice portion of the test. I have lots of >>> students who are ELL so I use the multiple choice >> portion >>> to better gauge their understanding because writing is >>> difficult for them. I still have them do the written part, >>> because that provides valuable insight as well. For my >> two >>> pages summative assessment that I submit, I want to >> include >>> the written response page. I want to use one that was >>> filled out by a student. I also want to include my >> multiple >>> choice questions, but there are 26 which cover three >> pages. >>> What are my options for reducing that to one? Can I >> just >>> list the questions asked and omit the answer choices? >> How >>> are other people Formatting their examples of >> assessments?

Feb 26, 2017

report post

ELA AYA C4

by Leslie

Feb 25, 2017

Hi, Working on the Professional Learning Need Form and the Student Need Form. The PLN Form indicates a connection to a student need. Should this be the same as what I describe in the SN Form? Or should these be two separate descriptions? Are they meant to connect with each other? Thanks, Leslie

Comment

report post