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Component 2 Literacy- Reading Language Arts

by Hali

Nov 12, 2016

I am desperate for guidance on what type and the length of student samples to submit for Component 2 Literaxy Reading Language Arts. I have met with a mentor (who honestly does not know and just refers me back to website and tells me to call 1-800 number). I have been working g on an instructional unit on theme with upper grades. I have work sample...See More

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What Works Hello Hali,

I certainly sense your frustration. Believe me, it's hard for a mentor to understand all the details of every certificate area and we all know that sometimes the Component directions are hard to decipher and interpret. Calling the 1-800 number can help in certain situations, but they wouldn't be able to respond specifically to ...See More

Nov 12, 2016

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Component 2 Literacy- Reading Language Arts

by Hali

Nov 12, 2016

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MC: writing

by Julie

Nov 12, 2016

I am extremely nervous about the students writing pieces. I've read about what I need to do but it is not registering. Maybe it's because I'm nervous. Can you recommend anything to help me?

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What Works Hi Julie. It's a little hard to tell from your post, but I'm assuming you are referring to Component 2 of the MCGen certificate area. If that's not the case, then please clarify because this response may not be what you need.

Your kids need to write a narrative piece and an expository piece. If you aren't clear on the difference between th...See MoreHi Julie. It's a little hard to tell from your post, but I'm assuming you are referring to Component 2 of the MCGen certificate area. If that's not the case, then please clarify because this response may not be what you need.

Your kids need to write a narrative piece and an expository piece. If you aren't clear on the difference between the two, then do some research. For both genres, the kids will write something - a first draft if you will. You will analyze their writing and then decide what skills you need to teach to help them do better on their next piece. You will teach the skills using whatever methods you have found effective: mini lessons, peer editing, small group work etc. Then the kids write again (same genre, often the same topic, but not always) and you again analyze to see if they improved on the skills you taught. They might OR might not. Whatever the outcome, you plan what is next: move on to another skill or reteach etc. You choose 2 students's work to feature. they can be the same 2 kids for each genre or different kids. You do that for both genres.

Essentially, the assessors are looking to see if you follow the steps on Architecture of Accomplished Teaching - the NB version of an accomplished lesson/unit plan. This can be found in the GENERAL portfolio directions. It's a red, helix graphic. Here is user friendly acronym to use: SSTARS

S = Students S = Set Goals T = Teach A = Assess R = Reflect S = Start Over

The prompts in the Written Commentary follow some (not all) of those steps, so your responses are the evidence.

If the kids don't make the progress you hoped for, don't panic. The assessors want to see what YOU DO to address that issue...that's the most important thing to explain in your writing.

I hope this helps you get started.

On 11/12/16, Julie wrote: > I am extremely nervous about the students writing pieces. > I've read about what I need to do but it is not registering. > Maybe it's because I'm nervous. Can you recommend > anything to help me?

Nov 12, 2016

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Component 4 is posted!

by NC SC

Nov 10, 2016

Component 4 is POSTED!

http://boardcertifiedteachers.org/certificate-areas

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NC SC Yes good luck to everyone, we've got this!

On 11/10/16, Biophysteach wrote: > Finally...woohoo! > > Excited to get going on this last part...seems like they > released the "new" component 2 so long ago. > > Good luck to everyone trying to finish up under the new format > this year. > > On 11/10/16, NC S...See More

Nov 11, 2016

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SW Anyone wanting to share what they are using for their unit objectives? My initial thoughts are very broad. Increase reading achievement as measured by reading text levels... (certification area-Early and Middle Childhood/Literacy)

Nov 12, 2016

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Library Media Support Groups

by Hilary

Nov 8, 2016

I was wondering if there are any support groups available for Library Media National Board Certification? I saw the EC-Gen, but I am curious if there is anything in my certificate area.

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SM On 11/08/16, Hilary wrote:
> Thank you! I found the Yahoo information on Google, and
> it shows that they moved to a Google+ Community. I
> searched for the community, and I sent a join request.
> Hopefully, I will hear something soon. If anyone else
> needs the Google+ Community name, it is "Library NBCT
>...See More

Nov 9, 2016

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LLibrary On 11/08/16, Hilary wrote: > I was wondering if there are any support groups > available for Library Media National Board > Certification? I saw the EC-Gen, but I am curious if > there is anything in my certificate area.

I'm currently working on my Library Media Specialist (completed 1 and 3 in spring and working on 2 and 4 now...See More

Nov 11, 2016

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World Languages Component 4

by aprice

Nov 11, 2016

I would love some help deciphering the Student Self- Assessment required for the Formative Assessment.

The rubric on Level 4 says that the teacher "helps students effectively apply feedback from assessments in ways that positively impact the students' learning...use assessment as a tool to take responsibility for their own learning.&q...See More

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What Works I'm going to refer you to a FB page for World Language Teachers. Lots of these things are being discussed there. Find it and ask to join. I think you'll get a lot of help there.

On 11/11/16, aprice wrote: > I would love some help deciphering the Student Self- > Assessment required for the Formative Assessment. > > The rubric on...See MoreI'm going to refer you to a FB page for World Language Teachers. Lots of these things are being discussed there. Find it and ask to join. I think you'll get a lot of help there.

On 11/11/16, aprice wrote: > I would love some help deciphering the Student Self- > Assessment required for the Formative Assessment. > > The rubric on Level 4 says that the teacher "helps > students effectively apply feedback from assessments in > ways that positively impact the students' learning...use > assessment as a tool to take responsibility for their own > learning." > > I am trying to decide when and how to give students the > self-assessment. > 1. Should they complete the self-reflection-before or > after they receive feedback on the formative assessment? > It sounds like the description in the Level 4 rubric > requires that students respond to some type of feedback > in the self-assessment. In that case, they should do the > self-assessment AFTER they have feedback. Is this > correct? > 2. Is it okay for students to consider feedback about > their formative assessment from peers instead of me and > then complete a self-assessment? > > Here are the steps I am considering for peer feedback and > then self-assessment- > Students will... > 1. receive feedback from peers first in the form of a > checklist and suggestions > 2. complete a self-assessment based on their peers' > feedback as they re-examine their formative assessment > 3. have the opportunity to make changes to their > formative assessment > 4. receive feedback from me in the form of a graded > rubric > I will... > 1. plan and teach according to what the formative results > show me are problems. > 2. give students the summative assessment. > It seems to me like these steps listed above allow > students to best "evaluate their learning as well as > identify ways to improve performance and understanding" > that is mentioned on page 5 under the student self- > assessment section. > > One last question. Am I way off? Is this description in > Level 4 referring to students applying feedback only from > the formative to the summative rather than within the > formative? > > I know I tend to over complicate things, but it seems > that my students have a deeper self-reflection after they > peer edit.

Nov 11, 2016

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Score Release

by Amy

Nov 11, 2016

Any idea of a more narrow window for score release than before Dec 31, 2016?

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Kim On 11/11/16, Amy wrote: > Any idea of a more narrow window for score release than > before Dec 31, 2016? Typically, the scores are real eased the Friday before we get out for Thanksgiving-- if not sometime earlier that week.

Nov 11, 2016

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What Works A few years ago, the NB began releasing scores on SATURDAY so as to help teachers keep focused on school days. Many took off from school on score release day which caused issues with getting subs etc.

I believe the NB strives to release scores the Saturday before or after Thanksgiving. This has happened often, but not always - as those wh...See More

Nov 11, 2016

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