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NBPTS Chatboard

ELA/ EAYA video component 3

by Chez

Oct 16, 2016

Any tips on which portion of my writing lesson I should video? I know they will only view 15 minutes of the lesson...trying to get the video portions done by Thanksgiving ....hopefully before scores for previous components are released...feeling a wee bit nervous!

ELA/ EAYA video component 3

by Chez

Oct 15, 2016

Any tips on which portion of my writing lesson I should video? I know they will only view 15 minutes of the lesson...trying to get the video portions done by Thanksgiving ....hopefully before scores for previous components are released...feeling a wee bit nervous!

What Works Hello Chez,

You want a segment that shows as many of the things the prompts ask for as possible. 2 prompts ask directly for evidence from the video (prompts 2 & 5). But there is opportunity for evidence of other prompts also, especially 3 & 4).

You'll want a segment that shows you actively teaching, questioning and interac...See More

Oct 15, 2016

YA ELA Component 3

by Amber

Oct 15, 2016

Could anyone suggest what would be considered a good rigorous lesson to use for this component with 12th graders

C4 - What Works

Sep 30, 2016

Hello What Works! I saw your What's Happening post and thought I'd check in with you:)

I'm working full steam ahead on C4. I am basing it on the field test since last year C3 was exactly the same as the field test.

We have for the first time at our school a "spanish I for native speakers class" and I am using this as my ...See More

What Works Hello - and I agree 100&37;! There is a lot to digest in this Component.

From what you've written, I'd say you're on track with the requirements put forth in the FIELD TEST. I have to word it that way because we don't know yet, if there will be any changes. I'm pretty much with you in thinking that changes will be minimal, if any, but ...See MoreHello - and I agree 100&37;! There is a lot to digest in this Component.

From what you've written, I'd say you're on track with the requirements put forth in the FIELD TEST. I have to word it that way because we don't know yet, if there will be any changes. I'm pretty much with you in thinking that changes will be minimal, if any, but we can't know for sure.

The one sentence that has me confused is the one that states: "I'm using a pretest to show what my students have learned." Do you mean what they already know or have already learned BEFORE you begin to teach the unit of study? Be sure your meaning is crystal clear.

It sounds like your thinking about the student need, professional need etc.align with what the NB is asking for in the FT. Including parents is always more difficult for HS/MS teachers. Keep thinking about that...something will come to mind, or someone here might have some ideas, especially once the final version is out.

It looks to me as if you've strongly connected your goals and objectives...that will be a strength for sure.

For now, I'd suggest keeping to your plan, and adjust later if needed. Just thinking of these items will keep your creative juices flowing...and do continue to use the prompts AND the scoring RUBRICS to help.

Good luck and please, continue to check in!

On 9/30/16, NC SC wrote: > Hello What Works! > I saw your What's Happening post and thought I'd check in > with you:) > > I'm working full steam ahead on C4. I am basing it on the > field test since last year C3 was exactly the same as the > field test. > > We have for the first time at our school a "spanish I for > native speakers class" and I am using this as my group. I > have created two main goals with lots of objectives. I have > also created two formative assessments and one summative > assessment. I am using a pre-test to show what my students > have learned. Since I'm a school counselor I found a really > good chapter in the book Evidence based school counseling to > help me. > > For learning communities I participated in a career cluster > 101 seminar today and I plan to incorporate knowledge from > this into one of my lessons that's apart of my > objectives/goals. I am also going to a latin american panel > discussion about being latino in the new south. The students > in a survey told me they are very interested in > understanding what a career cluster is (grad requirement) ad > what careers fit their interests. I am also taking these > kids to the local community college to learn about the > programs available to them at the community college. > > So by participating in the seminar I think I am meeting the > professional learning need but I'm not quite sure if I've > hit the nail on the head with the student need. > > I'm still trying to figure out what my parent piece will be. > I did a parent survey but I know I need to do something more > than that. > > I created a student survey and this survey definitely helped > me gather a lot of data from the students so I could really > "get to know them." > > We are a semester based high school and this is the only > semester all these kids are in one class so I have to use my > time wisely. > > Based on a diagnostic assessment results this is the goals > and assessments I created: > > Goal 1: > Students will understand how to create a four-year academic > plan to successfully complete their graduation requirements. > > Objective 1: Students will identify the courses/college prep > courses needed to graduate high school. > Objective 2: Students will know the number of credits needed > to graduate. > Objective 3: Students will learn how to calculate Grade > Point Average. > Objective 4: Students will comprehend the clubs/activities > within the school. > Objective 5: Students will have the planning skills to > develop their four-year academic plan and reflect/summarize > in their portfolio. > > Goal 2: > Students will analyze their interests and apply them to a > career cluster pathway. > > Objective 1: Students will participate in the CFNC interest > profiler and match the results of their interests and > abilities to career cluster pathways and careers. > Objective 2: Students will connect the career cluster > pathway courses to their four-year academic plan. (JACKIE) > Objective 3: Students will match their career pathway > interest to their post-secondary plans by applying their > interests to the college search tool in CFNC. (JOEL) > Objective 4: Students will participate in a seminar from the > local community college and learn about the career pathway > programs available to them in 11th and 12th grade. (TENA) > Objective 5: Students will learn the skill of building a > resume in the CFNC resume builder. > Objective 6: Students will create a final updated four- year > plan and reflect on their interests, chosen career cluster > pathway, and resume. > > The survey gave a higher need to learn about goal 2 but I > feel that if I don't teach them and help them understand the > objectives in goal 1 they will hard time connecting what > they are doing in high school to career clusters and the > importance of doing well in high school to open doors for > life beyond high school. > > My formative assessment comes after the last objective in > goal 1 and goal 2. I've built time into the schedule to make > changes after the first formative assessment if they need > more time to learn the topics. > > Ok I think I've gone on and on enough. But I'd love your > feed back to see if you think I"m making good progress and > somewhat on point. > > I remember in your book you said to keep reading the > questions. So I try to do this every night before I go to > bed. Some nights I might only read a few but each time some > point gets a bit more clearer. > > It's not easy digesting this stuff!! > > Thanks so much! > NC SC

Oct 4, 2016

NC SC Thank you for always giving great feedback:)!!

Yes I meant that the pre-test will help me "measure" what they learned throughout the unit. I've given them the pre-test which they really barely knew any answers too. Then I will re-administer it at the end of the unit. I have two formative assessments within the unit to use as well...See MoreThank you for always giving great feedback:)!!

Yes I meant that the pre-test will help me "measure" what they learned throughout the unit. I've given them the pre-test which they really barely knew any answers too. Then I will re-administer it at the end of the unit. I have two formative assessments within the unit to use as well. I know it's the field test and could possibly change. If it does then well I just put more work on myself right?!:)

Right now I'm working on the knowledge of students part. I know what i want to say but it never comes out as easily when I write! I bet knowing our luck we will have to wait until the saturday before Christmas for our scores. Dreadful!!!

On 10/04/16, What Works wrote: > Hello - and I agree 100&37;! There is a lot to digest in this > Component. > > From what you've written, I'd say you're on track with the > requirements put forth in the FIELD TEST. I have to word > it that way because we don't know yet, if there will be any > changes. I'm pretty much with you in thinking that > changes will be minimal, if any, but we can't know for > sure. > > The one sentence that has me confused is the one that > states: "I'm using a pretest to show what my students > have learned." Do you mean what they already know or > have already learned BEFORE you begin to teach the unit > of study? Be sure your meaning is crystal clear. > > It sounds like your thinking about the student need, > professional need etc.align with what the NB is asking for > in the FT. Including parents is always more difficult for > HS/MS teachers. Keep thinking about that...something > will come to mind, or someone here might have some > ideas, especially once the final version is out. > > It looks to me as if you've strongly connected your goals > and objectives...that will be a strength for sure. > > For now, I'd suggest keeping to your plan, and adjust > later if needed. Just thinking of these items will keep > your creative juices flowing...and do continue to use the > prompts AND the scoring RUBRICS to help. > > Good luck and please, continue to check in! > > > On 9/30/16, NC SC wrote: >> Hello What Works! >> I saw your What's Happening post and thought I'd > check in >> with you:) >> >> I'm working full steam ahead on C4. I am basing it on > the >> field test since last year C3 was exactly the same as the >> field test. >> >> We have for the first time at our school a "spanish I for >> native speakers class" and I am using this as my group. > I >> have created two main goals with lots of objectives. I > have >> also created two formative assessments and one > summative >> assessment. I am using a pre-test to show what my > students >> have learned. Since I'm a school counselor I found a > really >> good chapter in the book Evidence based school > counseling to >> help me. >> >> For learning communities I participated in a career > cluster >> 101 seminar today and I plan to incorporate knowledge > from >> this into one of my lessons that's apart of my >> objectives/goals. I am also going to a latin american > panel >> discussion about being latino in the new south. The > students >> in a survey told me they are very interested in >> understanding what a career cluster is (grad > requirement) ad >> what careers fit their interests. I am also taking these >> kids to the local community college to learn about the >> programs available to them at the community college. >> >> So by participating in the seminar I think I am meeting > the >> professional learning need but I'm not quite sure if I've >> hit the nail on the head with the student need. >> >> I'm still trying to figure out what my parent piece will be. >> I did a parent survey but I know I need to do something > more >> than that. >> >> I created a student survey and this survey definitely > helped >> me gather a lot of data from the students so I could > really >> "get to know them." >> >> We are a semester based high school and this is the > only >> semester all these kids are in one class so I have to use > my >> time wisely. >> >> Based on a diagnostic assessment results this is the > goals >> and assessments I created: >> >> Goal 1: >> Students will understand how to create a four-year > academic >> plan to successfully complete their graduation > requirements. >> >> Objective 1: Students will identify the courses/college > prep >> courses needed to graduate high school. >> Objective 2: Students will know the number of credits > needed >> to graduate. >> Objective 3: Students will learn how to calculate Grade >> Point Average. >> Objective 4: Students will comprehend the > clubs/activities >> within the school. >> Objective 5: Students will have the planning skills to >> develop their four-year academic plan and > reflect/summarize >> in their portfolio. >> >> Goal 2: >> Students will analyze their interests and apply them to a >> career cluster pathway. >> >> Objective 1: Students will participate in the CFNC > interest >> profiler and match the results of their interests and >> abilities to career cluster pathways and careers. >> Objective 2: Students will connect the career cluster >> pathway courses to their four-year academic plan. > (JACKIE) >> Objective 3: Students will match their career pathway >> interest to their post-secondary plans by applying their >> interests to the college search tool in CFNC. (JOEL) >> Objective 4: Students will participate in a seminar from > the >> local community college and learn about the career > pathway >> programs available to them in 11th and 12th grade. > (TENA) >> Objective 5: Students will learn the skill of building a >> resume in the CFNC resume builder. >> Objective 6: Students will create a final updated four- > year >> plan and reflect on their interests, chosen career cluster >> pathway, and resume. >> >> The survey gave a higher need to learn about goal 2 but > I >> feel that if I don't teach them and help them understand > the >> objectives in goal 1 they will hard time connecting what >> they are doing in high school to career clusters and the >> importance of doing well in high school to open doors > for >> life beyond high school. >> >> My formative assessment comes after the last objective > in >> goal 1 and goal 2. I've built time into the schedule to > make >> changes after the first formative assessment if they > need >> more time to learn the topics. >> >> Ok I think I've gone on and on enough. But I'd love your >> feed back to see if you think I"m making good progress > and >> somewhat on point. >> >> I remember in your book you said to keep reading the >> questions. So I try to do this every night before I go to >> bed. Some nights I might only read a few but each time > some >> point gets a bit more clearer. >> >> It's not easy digesting this stuff!! >> >> Thanks so much! >> NC SC

Oct 8, 2016

Component 1, Exceptional Needs Gifted

Oct 5, 2016

For those of you doing the exceptional needs gifted certification, what are you studying? Thanks!

Component 1, Art for early-mid childhood

by Sonja Avena

Oct 5, 2016

Component 1 looks an awful lot like the Praxis II. I did very well with the Praxis II, but it's been a few years. If you are doing this program too, are you studying in the same way? Also how and when do we test for Component 1? Do we test for each component as we complete it? I am really not sure about gettin started. Is there perhaps a forum depe...See More

What Works I can't say for sure, but I know teachers in a number of certificate areas (other than generalists, LRLA etc.) do use the Praxis as a study guide.

There used to be an ART group on Yahoo, but I don't know if it's active anymore. You might go to groups on Yahoo and see if you can find it. There are some online forums for some certificate are...See MoreI can't say for sure, but I know teachers in a number of certificate areas (other than generalists, LRLA etc.) do use the Praxis as a study guide.

There used to be an ART group on Yahoo, but I don't know if it's active anymore. You might go to groups on Yahoo and see if you can find it. There are some online forums for some certificate areas...EC and MCGens, LRLA, ENS for example.

The 2 sites many teachers use to reach out are this one and proteacher.org. Candidates and NBCTs from many areas use these. National University also has one called the WAVE that might be helpful. I think if you google NBCT WAVE you'll find it.

Component 1 is the only TEST you take while doing your National Boards. Components 2, 3, and 4 are all scored using the Written Commentary and accompanying materials (student work samples, videos, assessments etc.).

To start, you need to read your NB Standards and know them well. Then you need to read your Component directions multiple times. Make yourself an outline of the things you'll submit, and the steps you take to get those ready.

In a nutshell, in Component 2 you teach a major art concept, analyze student work, plan lessons to address the issues you see in the student work you select, and evaluate again. You'll collect work from more than 2 students, then narrow down your final choices to 2. They give you very specific instructions about the student work, so read the component carefully multiple times.

I hope you'll find some art people to talk with. Good luck and do come back with your specific questions.

On 10/05/16, Sonja Avena wrote: > Component 1 looks an awful lot like the Praxis II. I did > very well with the Praxis II, but it's been a few years. > If you are doing this program too, are you studying in > the same way? Also how and when do we test for Component > 1? Do we test for each component as we complete it? I am > really not sure about gettin started. Is there perhaps a > forum depending on which National Boards program you are > completing (like mine being art ed for early childhood)?

Oct 5, 2016

What's Happening?

by What Works

Sep 17, 2016

Candidates...it's now 2 weeks after Labor Day. What questions are popping up that you need addressed in order to move forward?

view previous comments

What Works Erin, you've asked the million dollar questions!

1) The NB has said Component 4 will be released in late October. I hope that's the case, but even if it's November, you'll have enough time to work on it.

You can start now by reading the Field Test (closest to your certificate area) and starting to think about the main parts: Forma...See More

Sep 23, 2016

vip transfers santorini Captivated me Islands: About Santorini A holiday in greece
One with the most well liked destinations through Greece is really Santorini.

A huge tourists take a trip to Santorini from year to year.

Sep 28, 2016

C2 assessment tool

by Brown

Sep 23, 2016

Dear colleagues, My students are significantly impacted non-verbal kiddos and I am wondering if my assessment tool for C2 can be data sheets? Any feedback would be appreciated!

view previous comments

What Works Only you can decide if the data sheets you're referring to will give you adequate evidence to respond to the prompts on page 7 of your instructions. To figure out whether the data sheets might work:

1) Go through the prompts on page 7 one-by one and see if you think the data sheets will provide you with the information they're asking for. ...See MoreOnly you can decide if the data sheets you're referring to will give you adequate evidence to respond to the prompts on page 7 of your instructions. To figure out whether the data sheets might work:

1) Go through the prompts on page 7 one-by one and see if you think the data sheets will provide you with the information they're asking for.

2) Read pages 3 and 4 over and over and keep asking yourself if the data sheet will meet those parameters. For example, what kind of information is shown on the data sheet? Most data sheets show the RESULTS of an assessment, and aren't the actual assessment itself. When I read your instructions for an assessment, it sounds to me as if you're to give a FORMATIVE assessment that will give data you can USE TO INFORM YOUR INSTRUCTION (page 4 under Selecting a Student). The assessment needs to give you insight into what the student needs to move forward. I'm sure you can also give a summative assessment at the end of the series of lessons if that's appropriate, but the prompts don't ask you much about that part. A summative assessment COULD give you info to use in the reflection, however.

In a nutshell, you see a problem/need, you formulate a question about it that could be addressed using an assessment to pinpoint the issue. Based on the assessment information, you plan instruction to address the need and the question.

You assess along the way (FORMATIVE) to see if the instruction is effective. You use the assessment information to set new goals and continue the pattern. This is the Architecture of Accomplished Teaching, the NB version of an accomplished lesson/unit plan that's found in the GENERAL Portfolio Directions. The prompts are written to elicit evidence that you follow this teaching pattern. The assessors want to see that you follow this plan.

3) Have you selected/formulated a question? The assessment must provide information about the question you've designed...they must match up. The question needs to come first...otherwise you can't choose an assessment to answer it.

So, I haven't told you if the data sheets will work or not...I really can't. You have to delve into your instructions to figure that out...but I hope these hints will help you do that.

Good Luck!

On 9/23/16, Brown wrote: > My Certificate area is Exceptional Needs Mild to Moderate > > On 9/23/16, What Works wrote: >> Brown, what is your certificate area...ENS? Component 2 >> is different in every certificate area, so knowing which >> you're doing is crucial. THX! >> >> >> >> >> On 9/23/16, Brown wrote: >>> Dear colleagues, My students are significantly impacted >>> non-verbal kiddos and I am wondering if my >> assessment >>> tool for C2 can be data sheets? Any feedback would be >>> appreciated!

Sep 23, 2016

Brown On 9/23/16, What Works wrote:
> Only you can decide if the data sheets you're referring
> to
will
> give you adequate evidence to respond to the prompts on
> page 7 of your instructions. To figure out whether the
> data sheets might work:
>
> 1) Go through the prompts on page 7 one-by one and see if...See More

Sep 26, 2016

by MPSD

Sep 23, 2016

Has anyone reviewed Component 4? It looks SCARY!!!!

Danielle I agree! There are so many moving parts in the field test. It is a lot more work than the previous 3 components. I am surprised how different it is from the previous Component 4 and the total value of it doesn't seem to fit the requirements. On 9/23/16, MPSD wrote: > Has anyone reviewed Component 4? It looks SCARY!!!!

Sep 23, 2016

MPSD On 9/23/16, Danielle wrote: > I agree! There are so many moving parts in the field test. It > is a lot more work than the previous 3 components. I am > surprised how different it is from the previous Component 4 > and the total value of it doesn't seem to fit the requirements. > On 9/23/16, MPSD wrote: >> Has anyone reviewed Co...See More

Sep 26, 2016

How Are You Starting?

by New At It

Sep 17, 2016

Hey, fellow candidates. I want to get started but the process seems so "big" that I don't quite know what to do. I'm an MCGen, but I imagine that just about everyone would have similar steps to take in the beginning. I'm doing Components 2 and 3 this year. HELP!

Julie On 9/17/16, New At It wrote: > Hey, fellow candidates. I want to get started but the > process seems so "big" that I don't quite know what to > do. I'm an MCGen, but I imagine that just about > everyone would have similar steps to take in the > beginning. I'm doing Components 2 and 3 this year. > HELP!

I'm doing...See More

Sep 17, 2016

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