NBPTS Chatboard – Teachers.Net

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Mme B This is all very helpful!

If I am reading this correctly, you suggest linking the student & professional learning goals. I can see from your comments that the professional goal doesn't get much space in the final write- up, so it may make sense to tie it to a student goal and get more mileage in the write-up about the student side of t...See MoreThis is all very helpful!

If I am reading this correctly, you suggest linking the student & professional learning goals. I can see from your comments that the professional goal doesn't get much space in the final write- up, so it may make sense to tie it to a student goal and get more mileage in the write-up about the student side of things.

Your examples of evidence were helpful. I hadn't realized that some of the old types of evidence such as letters might still work in the revised Component.

I'm going to go back and chart out how many pages are allotted and for what topic so that I can be strategic in my planning.

Thanks so much!

On 9/03/16, What Works wrote: > Oh yes...I remember this post and had planned to get > back to it. I actually have given these points some > thought. I must stress that we are ALL NEW at working > with this component. It's very different from the OLD > Entry 4, although I do see a few connections. What I'm > trying to say is that any info shared is our BEST GUESS. > Like all things NB, there isn't just ONE answer, response, > or way. Candidates must use their own interpretation in > regards to their own practice. I'm using the PROMPTS to > help guide my thinking. > > 1.You respond to prompts about your students in the > KNOWLEDGE OF STUDENTS section and on several > forms: GROUP INFORMATION AND PROFILE FORM, > INSTRUCTIONAL CONTEXT FORM for example. Then > you'll explain in the GENERATION AND USE OF > ASSESSMENT section how your knowledge of students > influenced your assessment decision. The FORMATIVE > and SUMMATIVE ASSESSMENT MATERIALS FORMS are > also places for evidence. > > Showing growth will be best-case scenario, but > sometimes, in real life, that doesn't happen, so this is > strongly connected to analyzing WHATEVER the outcome > is. It emphasizes your ability to analyze data and apply > that analysis to your teaching by making adjustments etc. > A strong analysis will make for strong evidence. > > This part is very strongly connected to knowledge of your > students' needs. > > 2. Showing impact from the professional learning > need...this is similar to one of the "accomplishments" that > was prominent in the old process. Some ways to consider > showing evidence of impact might include: data (scores > of some kind, enrollment #s in a particular course etc.), > letters from colleagues, your principal, parents and/or > even students, newsletter articles etc. > > Let's say that you and your department see a need to add > a remedial summer school class, and you lead the effort > to both add that class and plan its content. You might > use hard data that tells the &37; of students who received D > and F grades to justify the need. You might explain how > you (and others who might teach the class) prepared > yourself - maybe you took a refresher class of some kind, > or researched new teaching strategies to use, contacted > community members who could come into the class for > enrichment, yada, yada, yada. > > Then, at the end of the class, use hard data again...how > many improved their grades...and maybe extend that into > the next school year to see if what they learned continued > into the next course they took...if their grades were better > as a result. > > You might get letters (SHORT ONES!) from the colleagues > you worked with explaining your leadership, from your > department head, principal, parents and even students > who felt the class made a difference for them. You can > use a transcript or certificate to show you did something > concrete to extend your own learning in order to make the > class more effective. > > These are some of the ways I see of showing evidence of > your own professional learning applied to impact on > student learning. > > This is only ONE suggestion from I'm sure hundreds of > possibilities. You want to emphasize that you saw a need > to learn something because of ___, what you did to meet > your learning goal, and then how it impacted student > learning. > > There is only 1 prompt question about this, so you want > to respond to it well, but you won't go on and on for > pages about it. One page of writing will probably be > about right. > > 3. Yes, I think you're about on point with your ideas here. > > The PARTICIPATION in LEARNING COMMUNITIES > section, which includes the professional learning prompt > only has 2 prompts and it suggests a length of 2 > pages...so that would likely equal about 1 page per > prompt. So you don't have to go into great depth. In > fact, it will probably be hard to keep your response > succinct. > > So those are my thoughts AT THIS TIME. As I work with > candidates over the school year, they could morph. > Please don't think they are in stone and must be followed > in any kind of rigid way. > > Hope this helps your thought processes a little and I also > hope others will chime in. I'm open to any and all > discussion. > > > > > > On 9/03/16, Mme B wrote: >> Any ideas to share, What Works or others? My pressing >> questions include: >> >> 1. When I do the formative & summative assessments > and >> show how I changed my instruction to increase student >> learning from formative to summative, am I mostly > trying >> to show that I know my learners and know how to move > them >> forward? Or am I also trying to make a bigger point > about >> a student learning goal? Seems odd to have this part of >> the Component not connect to the other parts... >> >> 2. For the professional learning goal, I have a few topics >> that I've been really digging into the last few years, so >> I know I want to choose something that will highlight > that >> work. I'm not clear on how to SHOW impact, however. I >> teach French and there's no external testing for > language >> in my district, so I have no hard student performance > data >> for before & after. How do others plan to demonstrate >> impact? >> >> 3. What do you think about connecting the student & >> professional learning goals, eg students need X (so > that's >> my student goal) and therefore I'm working on Y with > my >> PLC (and that's my professional goal)? Again, I don't > want >> to shortchange what I can do by combining/connecting >> different parts of the component. >> >> Thanks! >> >> >> >> >> >> >> On 8/17/16, What Works wrote: >>> These are all such important points and questions. I'm >>> going to take a few days to mull them over, research > the >>> Component 4 Standards etc., and will come back with > some >>> thoughts. I'm very curious as to others' thought >>> processes too. Back soon! >>> >>> >>> >>> On 8/16/16, Mme B wrote: >>>> I am definitely marinating on the numerous aspects >>>> within C4 this summer. My main questions is, should > I >>>> try to link my formative & summative assessments to > my >>>> student learning goal, AND both of those to my >>>> professional learning goal? >>>> >>>> To dig a bit deeper: >>>> >>>> 1. I'd be curious how people plan to attack the > building >>>> of a class profile and documenting their evidence of >>>> such. >>>> >>>> 2. When I do the formative & summative > assessments >>>> (including a student self-assessment piece) and > show how >>>> I changed my instruction to increase student learning >>>> from formative to summative, am I mostly trying to > show >>>> that I know my learners and know how to move them >>>> forward? Or am I also trying to make a bigger point >>>> about a student learning goal? Anyone have reading >>>> suggestions for thinking about collecting valid data? >>>> >>>> 3. For the professional learning goal, I have a few >>>> topics that I've been really digging into the last few >>>> years, so I know I want to choose something that will >>>> highlight that work. I'm not clear on how to SHOW >>>> impact, however. I teach French and there's no > external >>>> testing for language in my district, so I have no hard >>>> student performance data for before & after I made >>>> serious changes to how & what I teach. I feel like I'd >>>> be comparing apples and oranges, if that makes > sense. >>>> >>>> 4. For the student learning need, they mention > advocacy, >>>> collaboration and leadership - but collaboration > seems >>>> to be at the heart of things. So I was planning to > focus >>>> on how I've collaborated with various PLCs to meet > this >>>> need. >>>> >>>> I look forward to reading others' thoughts! >>>> >>>> >>>> On 8/11/16, What Works wrote: >>>>> Have you started thinking about Component 4? > Only the >>>>> Field Test is available to this point and you can find >>>>> that on the NB website. It may end up with some > minor >>>>> changes, but you can get a very good glimpse of > what >>>>> you'll be doing. A new WHAT WORKS! book about >>>>> Components 3 and 4 will be out later in the fall to >>>>> help you. >>>>> >>>>> New and Continuing Candidates...what will you be >>>>> working on this year? You can get started > NOW...what >>>>> questions do you have?

Sep 4, 2016

What Works Mmmm, I'm not so sure. Don't know if you read more into it than I meant to convey or whether I didn't write clearly - probably the latter,

The truth is that I don't know whether the student and professional learning goals MUST be connected. In the old process, one chose up to 8 "accomplishments" that showed oneself as a learner, ...See MoreMmmm, I'm not so sure. Don't know if you read more into it than I meant to convey or whether I didn't write clearly - probably the latter,

The truth is that I don't know whether the student and professional learning goals MUST be connected. In the old process, one chose up to 8 "accomplishments" that showed oneself as a learner, leader and/or collaborator. You had to describe the accomplishment, then show impact on student learning. They did not have to connect to each other, although sometimes they did and that may have made a stronger case for being convincing. Notice my use of condition verbs.

There is no language that I've come across in this new Component 4 that leads me to believe the goals in the various sections NEEDS to be connected TO EACH OTHER. They might or might not. If they do connect in some way, that might be a strength, but I don't think it would work against you if they stood independently. However, ALL should lead to improved student learning, through what the teacher learns, then implements in the classroom, or through the leadership/advocacy etc. one shows.

As I said before, we are all still learning about this new Component. I certainly don't know it all. Until next year, when the Component 4 scores are released, it will be hard to know whether our interpretations are on track. There is never just ONE right way to present information in this process...each candidate writes about what is true for hie/herself. It's learning in progress.

I guess my last piece of advice here is to scrutinize the scoring rubric, I've looked at it but haven't scrutinized it yet. There is often information there that can aid interpretation, because these are the exact things the assessors are looking for.

On 9/04/16, Mme B wrote: > This is all very helpful! > > If I am reading this correctly, you suggest linking the student & > professional learning goals. I can see from your comments that > the professional goal doesn't get much space in the final write- > up, so it may make sense to tie it to a student goal and get > more mileage in the write-up about the student side of things. > > Your examples of evidence were helpful. I hadn't realized that > some of the old types of evidence such as letters might still > work in the revised Component. > > I'm going to go back and chart out how many pages are allotted > and for what topic so that I can be strategic in my planning. > > Thanks so much! > > On 9/03/16, What Works wrote: >> Oh yes...I remember this post and had planned to get >> back to it. I actually have given these points some >> thought. I must stress that we are ALL NEW at working >> with this component. It's very different from the OLD >> Entry 4, although I do see a few connections. What I'm >> trying to say is that any info shared is our BEST GUESS. >> Like all things NB, there isn't just ONE answer, response, >> or way. Candidates must use their own interpretation in >> regards to their own practice. I'm using the PROMPTS to >> help guide my thinking. >> >> 1.You respond to prompts about your students in the >> KNOWLEDGE OF STUDENTS section and on several >> forms: GROUP INFORMATION AND PROFILE FORM, >> INSTRUCTIONAL CONTEXT FORM for example. Then >> you'll explain in the GENERATION AND USE OF >> ASSESSMENT section how your knowledge of students >> influenced your assessment decision. The FORMATIVE >> and SUMMATIVE ASSESSMENT MATERIALS FORMS are >> also places for evidence. >> >> Showing growth will be best-case scenario, but >> sometimes, in real life, that doesn't happen, so this is >> strongly connected to analyzing WHATEVER the outcome >> is. It emphasizes your ability to analyze data and apply >> that analysis to your teaching by making adjustments etc. >> A strong analysis will make for strong evidence. >> >> This part is very strongly connected to knowledge of your >> students' needs. >> >> 2. Showing impact from the professional learning >> need...this is similar to one of the "accomplishments" that >> was prominent in the old process. Some ways to consider >> showing evidence of impact might include: data (scores >> of some kind, enrollment #s in a particular course etc.), >> letters from colleagues, your principal, parents and/or >> even students, newsletter articles etc. >> >> Let's say that you and your department see a need to add >> a remedial summer school class, and you lead the effort >> to both add that class and plan its content. You might >> use hard data that tells the &37; of students who received D >> and F grades to justify the need. You might explain how >> you (and others who might teach the class) prepared >> yourself - maybe you took a refresher class of some kind, >> or researched new teaching strategies to use, contacted >> community members who could come into the class for >> enrichment, yada, yada, yada. >> >> Then, at the end of the class, use hard data again...how >> many improved their grades...and maybe extend that into >> the next school year to see if what they learned continued >> into the next course they took...if their grades were better >> as a result. >> >> You might get letters (SHORT ONES!) from the colleagues >> you worked with explaining your leadership, from your >> department head, principal, parents and even students >> who felt the class made a difference for them. You can >> use a transcript or certificate to show you did something >> concrete to extend your own learning in order to make the >> class more effective. >> >> These are some of the ways I see of showing evidence of >> your own professional learning applied to impact on >> student learning. >> >> This is only ONE suggestion from I'm sure hundreds of >> possibilities. You want to emphasize that you saw a need >> to learn something because of ___, what you did to meet >> your learning goal, and then how it impacted student >> learning. >> >> There is only 1 prompt question about this, so you want >> to respond to it well, but you won't go on and on for >> pages about it. One page of writing will probably be >> about right. >> >> 3. Yes, I think you're about on point with your ideas here. >> >> The PARTICIPATION in LEARNING COMMUNITIES >> section, which includes the professional learning prompt >> only has 2 prompts and it suggests a length of 2 >> pages...so that would likely equal about 1 page per >> prompt. So you don't have to go into great depth. In >> fact, it will probably be hard to keep your response >> succinct. >> >> So those are my thoughts AT THIS TIME. As I work with >> candidates over the school year, they could morph. >> Please don't think they are in stone and must be followed >> in any kind of rigid way. >> >> Hope this helps your thought processes a little and I also >> hope others will chime in. I'm open to any and all >> discussion. >> >> >> >> >> >> On 9/03/16, Mme B wrote: >>> Any ideas to share, What Works or others? My pressing >>> questions include: >>> >>> 1. When I do the formative & summative assessments >> and >>> show how I changed my instruction to increase student >>> learning from formative to summative, am I mostly >> trying >>> to show that I know my learners and know how to move >> them >>> forward? Or am I also trying to make a bigger point >> about >>> a student learning goal? Seems odd to have this part of >>> the Component not connect to the other parts... >>> >>> 2. For the professional learning goal, I have a few topics >>> that I've been really digging into the last few years, so >>> I know I want to choose something that will highlight >> that >>> work. I'm not clear on how to SHOW impact, however. I >>> teach French and there's no external testing for >> language >>> in my district, so I have no hard student performance >> data >>> for before & after. How do others plan to demonstrate >>> impact? >>> >>> 3. What do you think about connecting the student & >>> professional learning goals, eg students need X (so >> that's >>> my student goal) and therefore I'm working on Y with >> my >>> PLC (and that's my professional goal)? Again, I don't >> want >>> to shortchange what I can do by combining/connecting >>> different parts of the component. >>> >>> Thanks! >>> >>> >>> >>> >>> >>> >>> On 8/17/16, What Works wrote: >>>> These are all such important points and questions. I'm >>>> going to take a few days to mull them over, research >> the >>>> Component 4 Standards etc., and will come back with >> some >>>> thoughts. I'm very curious as to others' thought >>>> processes too. Back soon! >>>> >>>> >>>> >>>> On 8/16/16, Mme B wrote: >>>>> I am definitely marinating on the numerous aspects >>>>> within C4 this summer. My main questions is, should >> I >>>>> try to link my formative & summative assessments to >> my >>>>> student learning goal, AND both of those to my >>>>> professional learning goal? >>>>> >>>>> To dig a bit deeper: >>>>> >>>>> 1. I'd be curious how people plan to attack the >> building >>>>> of a class profile and documenting their evidence of >>>>> such. >>>>> >>>>> 2. When I do the formative & summative >> assessments >>>>> (including a student self-assessment piece) and >> show how >>>>> I changed my instruction to increase student learning >>>>> from formative to summative, am I mostly trying to >> show >>>>> that I know my learners and know how to move them >>>>> forward? Or am I also trying to make a bigger point >>>>> about a student learning goal? Anyone have reading >>>>> suggestions for thinking about collecting valid data? >>>>> >>>>> 3. For the professional learning goal, I have a few >>>>> topics that I've been really digging into the last few >>>>> years, so I know I want to choose something that will >>>>> highlight that work. I'm not clear on how to SHOW >>>>> impact, however. I teach French and there's no >> external >>>>> testing for language in my district, so I have no hard >>>>> student performance data for before & after I made >>>>> serious changes to how & what I teach. I feel like I'd >>>>> be comparing apples and oranges, if that makes >> sense. >>>>> >>>>> 4. For the student learning need, they mention >> advocacy, >>>>> collaboration and leadership - but collaboration >> seems >>>>> to be at the heart of things. So I was planning to >> focus >>>>> on how I've collaborated with various PLCs to meet >> this >>>>> need. >>>>> >>>>> I look forward to reading others' thoughts! >>>>> >>>>> >>>>> On 8/11/16, What Works wrote: >>>>>> Have you started thinking about Component 4? >> Only the >>>>>> Field Test is available to this point and you can find >>>>>> that on the NB website. It may end up with some >> minor >>>>>> changes, but you can get a very good glimpse of >> what >>>>>> you'll be doing. A new WHAT WORKS! book about >>>>>> Components 3 and 4 will be out later in the fall to >>>>>> help you. >>>>>> >>>>>> New and Continuing Candidates...what will you be >>>>>> working on this year? You can get started >> NOW...what >>>>>> questions do you have?

Sep 4, 2016

moderate/severe exceptionalities

by Mary

Aug 30, 2016

Has anyone on here gotten the certification for moderate/severe exceptionalities? I am an Adapted PE teacher, and I have signed up for this area instead of the PE area. I only work with kids with special needs, and I have a few Severe classes. Any advice?

Kristin I am working on that area, but I am a classroom teacher not APE.

On 8/30/16, Mary wrote: > > Has anyone on here gotten the certification for > moderate/severe exceptionalities? I am an Adapted PE > teacher, and I have signed up for this area instead of the > PE area. I only work with kids with special needs, and I > have ...See More

Aug 30, 2016

Payment e-mail sent in error

by mdstarks

Aug 27, 2016

I received a corrected email from NBPTS that went to my Spam folder. It stated that the email about payment was sent in error.

Payment Due

by Jill

Aug 26, 2016

Did anybody just get an email saying they owe $250.00 for an ePortfolio exception?

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J Fuller On 8/26/16, Jill wrote: > Did anybody just get an email saying they owe $250.00 for > an ePortfolio exception? I did. And no way I could owe that part.

Aug 26, 2016

Kristin I received one too. Then I received a second email saying to disregard the first unless I had applied for an exception. Which I did not. I checked my account and there was no charge in my account.

On 8/26/16, J Fuller wrote: > On 8/26/16, Jill wrote: >> Did anybody just get an email saying they owe $250.00 > for >> an ePo...See More

Aug 27, 2016

national board renewal

by Tina Cooper

Aug 25, 2016

Can anyone direct me to where I can find information on the expectations and papers for renewal of my certificate?

What Works Tina, go to: [link removed].

There is also a great renewal group on Yahoo. Go to Yahoo Groups, then type in National Board Certification Renewal. It's been very active and is reliable.

Good luck!

On 8/25/16, Tina Cooper wrote: > Can anyone direct me to where I can find information on the > expectations and papers fo...See More

Aug 25, 2016

Candidates, if you did Components 2 and/or 3 last year, what advice would you share for those doing them this year? What worked for you? What didn't work? What resources did you use?

New Candidates. what would you like to know? What questions do you have?

It's time to start taking steps to move forward! You'll be glad later that y...See More

Components 2 and 3

by What Works

Aug 24, 2016

History National Boards

by Vaughn

Aug 19, 2016

Details

What Works ???? Not sure what you're asking.

On 8/19/16, Vaughn wrote: > Details

Aug 19, 2016

EA Math Component 1

by Flowers

Jul 7, 2016

I am brand new at this. I teach middle school math. I need something more than the 5 sample questions to study. Can someone direct me to more sample items? Several sample questions are above 8th grade (which is not early adolescence btw), so, I need something concrete to refresh higher math. Thank you for anyone willing to help!!

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Been there, done that Years ago I had the same question. I figured everything that could be taught (and hopefully learned) by kids from about 4th grade through 8th (Algebra 1) would be fair game. There were several (actually many) topics I had never taught that I had to learn. For example, I had never taught (and probably never learned) transformations. I spent a day le...See More

Aug 18, 2016

What Works Well said! Yes, it's all about being resourceful - big time!

On 8/18/16, Been there, done that wrote: > Years ago I had the same question. I figured everything that > could be taught (and hopefully learned) by kids from about 4th > grade through 8th (Algebra 1) would be fair game. There were > several (actually many) topics I h...See More

Aug 19, 2016

samples

by Olenma Alvarez

Aug 14, 2016

Good day to all. I have recently decided to move ahead with getting my National Board Certification and wondering if there is a site with samples of the different components. Any ideas or suggestions where to go?

What Works Olenma, you can find Components 1, 2, and 3 - all the directions for each - on the NB website and that's the first place you should spend some time. From the homepage, go to For Candidates > First Time and Returning Candidates > Certificates, Standards, and Instructions. You can also find the Component 4 Field Test at the same place. Final in...See MoreOlenma, you can find Components 1, 2, and 3 - all the directions for each - on the NB website and that's the first place you should spend some time. From the homepage, go to For Candidates > First Time and Returning Candidates > Certificates, Standards, and Instructions. You can also find the Component 4 Field Test at the same place. Final instructions for C4 will come out in October.

Along with the Component directions, you should also read the GENERAL Portfolio Directions and the STANDARDS for your certificate. That's a lot of reading, but it's all necessary.

These are the resources provided by the NB. There are no samples of candidate work per se. However, there are some samples of the 3 types of writing you'll do (descriptive, analytical, and reflective) in the GENERAL directions.

In my cohort, we are advising new candidates to spread the work over 2 years, which makes the work load so much more manageable. However, adding Component 1 in any year doesn't add much more work since you prepare for and take the assessment AFTER you've submitted the other part(s) you've worked on. I would NOT do Component 4 this year as a new candidate. This is the first year this new version will be available. Let the "kinks" get worked out , and give the Candidate Support Providers a year of working with it under their belts before you attempt it. Wait until next year for Component 4.

I'd suggest doing either 1 and 2 or 1 and 3 this year depending on whether you prefer focusing on student work or videos. Read the directions to get a feel for each, then decide.

Hopes this helps a little. PS: If you're doing the World Languages certificate, be sure you're aware of a particular exam you'll need to take. It's explained on the website.

Good Luck!

On 8/14/16, Olenma Alvarez wrote: > Good day to all. I have recently decided to move ahead > with getting my National Board Certification and > wondering if there is a site with samples of the > different components. Any ideas or suggestions where to > go?

Aug 14, 2016

Hello,

I'm trying to wrap my head around component 2 and I have been working in a new position and don't know where to start. I am a Special education teacher that works with a virtual program in off site locations for students that can not attend school in a public school building for various reasons. Each of my students works at their ow...See More

Component 2

by Martin- Exceptional Needs

Jul 14, 2016

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Martin Hello,

Thank you so much for your thoughtful response. I actually do meet face to face with the students weekly. I also develop lessons to differentiate, supplement and/or build student skill sets so that they can meet the demands of an online regular education curriculum. I have already completed Component One. Do you think proceeding is ...See MoreHello,

Thank you so much for your thoughtful response. I actually do meet face to face with the students weekly. I also develop lessons to differentiate, supplement and/or build student skill sets so that they can meet the demands of an online regular education curriculum. I have already completed Component One. Do you think proceeding is possible given this additional information?

TIA

On 7/16/16, What Works wrote: > Hello, Martin, I'm afraid you won't like my response. > > A couple of questions: > > 1. When you say you work 1-1 "in isolation" with students, > what exactly do you mean? Do you ever see the students in > person, or is ALL contact done on line? > > 2. Do you personally plan any of your instruction or is all > curriculum already pre-programed? > > 3.If you see a skill weakness in a student, what would be > your role in helping a student overcome that weakness and > move forward? > > We have some e-learning teachers in our district that wanted > to do NB. I sat with them for a long time and tried to figure > out how they could do it considering that they NEVER met > face-to-face with any of them AND the curriculum was pre- > programmed. Basically, the kids did a series of online > lessons they couldn't deviate from. The teachers couldn't > design any instruction on their own to overcome weaknesses > etc. > > I talked to an NBCT who moved to e-learning AFTER she > certified. I asked her, "Could you have a done this while > teaching ONLY online classes?" And she replied with a > resounding, "No!". > > When I asked the interested teachers the questions above, > the info they provided didn't seem to meet the requirements > of the components. We also couldn't figure out how in the > world they would get the needed videos for Component 3. They wanted to do NBC so badly, that each of them has > taken on at least 1 face-to-face class this year (they are HS > math and SS teachers) so they can meet those requirements. > > In the ENS certificate, you can work with just 1 student, but I > think it would be exceedingly difficult to do without some in- > person interaction AND the ability to plan and teach lessons > to address that student's needs. > > Is there any way you could arrange your schedule to have > ANY face-to-face students? > > I'm sorry to be discouraging...I surely hope someone else > can see possibilities that I can't. I'd be glad to discuss this > more if you'd like...and maybe an ENS person will chime in. > > I surely wish you the best! > > > > > On 7/14/16, Martin- Exceptional Needs wrote: >> Hello, >> >> I'm trying to wrap my head around component 2 and I >> have been working in a new position and don't know >> where to start. I am a Special education teacher that >> works with a virtual program in off site locations for >> students that can not attend school in a public school >> building for various reasons. Each of my students works >> at their own pace and can be working on any one of 35 >> courses. I see my role as supporting the student in >> mastering the skill their online curriculum is presenting to >> them at the moment or in building skills that need >> development for overall success. I often work one on one >> in isolation with my students. Most of them are over age >> and under credits and when they attain the credits they >> need they leave the program. Some students only stay >> with me for a few months. This position is so new, no one >> else in my district has a role like this and it's so different >> from the position I had when I started my NBC journey >> that I feel like I'm starting over. I struggling to even >> formulate a question. Any advice or suggestions on >> where to start would be greatly appreciated!

Aug 3, 2016

What Works Martin, based on the info you just provided, I'd say it's possible. You need to show that you plan lessons based on students' needs and provide differentiated instruction, then based on the results, evaluate learning and plan next steps - which is the Architecture of Accomplished Teaching (the helix graphic found in the GENERAL Instructions). It's ...See MoreMartin, based on the info you just provided, I'd say it's possible. You need to show that you plan lessons based on students' needs and provide differentiated instruction, then based on the results, evaluate learning and plan next steps - which is the Architecture of Accomplished Teaching (the helix graphic found in the GENERAL Instructions). It's the NB version of an accomplished lesson/unit plan. If you can show evidence of those steps in your teaching, then you should be able to do Components 2 and 3. Best luck to you...and keep asking questions! :)

On 8/03/16, Martin wrote: > Hello, > > Thank you so much for your thoughtful response. I actually do > meet face to face with the students weekly. I also develop > lessons to differentiate, supplement and/or build student > skill sets so that they can meet the demands of an online > regular education curriculum. I have already completed > Component One. Do you think proceeding is possible given this > additional information? > > TIA > > > > > > > > > > > On 7/16/16, What Works wrote: >> Hello, Martin, I'm afraid you won't like my response. >> >> A couple of questions: >> >> 1. When you say you work 1-1 "in isolation" with students, >> what exactly do you mean? Do you ever see the students in >> person, or is ALL contact done on line? >> >> 2. Do you personally plan any of your instruction or is all >> curriculum already pre-programed? >> >> 3.If you see a skill weakness in a student, what would be >> your role in helping a student overcome that weakness and >> move forward? >> >> We have some e-learning teachers in our district that > wanted >> to do NB. I sat with them for a long time and tried to > figure >> out how they could do it considering that they NEVER met >> face-to-face with any of them AND the curriculum was pre- >> programmed. Basically, the kids did a series of online >> lessons they couldn't deviate from. The teachers couldn't >> design any instruction on their own to overcome weaknesses >> etc. >> >> I talked to an NBCT who moved to e-learning AFTER she >> certified. I asked her, "Could you have a done this while >> teaching ONLY online classes?" And she replied with a >> resounding, "No!". >> >> When I asked the interested teachers the questions above, >> the info they provided didn't seem to meet the requirements >> of the components. We also couldn't figure out how in the >> world they would get the needed videos for Component 3. > They wanted to do NBC so badly, that each of them has >> taken on at least 1 face-to-face class this year (they are > HS >> math and SS teachers) so they can meet those requirements. >> >> In the ENS certificate, you can work with just 1 student, > but I >> think it would be exceedingly difficult to do without some > in- >> person interaction AND the ability to plan and teach > lessons >> to address that student's needs. >> >> Is there any way you could arrange your schedule to have >> ANY face-to-face students? >> >> I'm sorry to be discouraging...I surely hope someone else >> can see possibilities that I can't. I'd be glad to discuss > this >> more if you'd like...and maybe an ENS person will chime in. >> >> I surely wish you the best! >> >> >> >> >> On 7/14/16, Martin- Exceptional Needs wrote: >>> Hello, >>> >>> I'm trying to wrap my head around component 2 and I >>> have been working in a new position and don't know >>> where to start. I am a Special education teacher that >>> works with a virtual program in off site locations for >>> students that can not attend school in a public school >>> building for various reasons. Each of my students works >>> at their own pace and can be working on any one of 35 >>> courses. I see my role as supporting the student in >>> mastering the skill their online curriculum is presenting > to >>> them at the moment or in building skills that need >>> development for overall success. I often work one on one >>> in isolation with my students. Most of them are over age >>> and under credits and when they attain the credits they >>> need they leave the program. Some students only stay >>> with me for a few months. This position is so new, no one >>> else in my district has a role like this and it's so > different >>> from the position I had when I started my NBC journey >>> that I feel like I'm starting over. I struggling to even >>> formulate a question. Any advice or suggestions on >>> where to start would be greatly appreciated!

Aug 3, 2016