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AI in Education Chatboard

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Welcome to the AI in Education Chatboard!

AIAI in Education

Are students using AI to cheat—or are schools failing?

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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!

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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

Getting Started

by What Works

Aug 11, 2016

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 Continuin...See More

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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?

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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

yesterday, 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.

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by Jill

Aug 26, 2016

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

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view previous comments

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

yesterday, 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?

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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

Components 2 and 3

by What Works

Aug 24, 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

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History National Boards

by Vaughn

Aug 19, 2016

Details

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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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view previous comments

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

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?

Like

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

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