1

Mentoring Candidates for the National Board Process

Updated August 2009

2

Icebreaker activity

Find your puzzle partner Introduce yourself with name,

certificate area, year of certification Read/discuss myth and truth Be ready to discuss with whole group

3

Overview - Day 1

Coaching, Questioning & Facilitating

Writing for NBPTS

Mentoring for Documented Accomplishments

4

Part 1 - Coaching/ Questioning/Facilitating

Self Assessment 5 Core Propositions Roles of a Good Mentor Working with Adult Learners Cognitive Coaching Socratic Questioning Architecture of Accomplished Teaching

5

Connecting NBPTS Mentoring to the Five Core Propositions

5 Core Propositions of the National Board

Teachers are committed to students and their learning

know the subjects they teach and how to teach those subjects to students

are responsible for managing and monitoring student learning

think systematically about their practice

and learn from experience

are members of learning communities.

5 Core Propositions for Mentoring

Mentors are committed to mentees and their learning

know about the mentee’s content and pedagogy and know how to build the mentee’s capacity to improve

monitor the mentee’s learning

support mentee’s systematic reflection on learning

build learning communities among mentees and colleagues

6

Roles of Mentors

In groups, brainstorm the roles of a NBPTS mentor. Record each role on a post-it note.

The 5 Core Mentoring Propositions have

been posted. Attach your post-it notes under the proposition to which it belongs.

7

Qualities of a Good Mentor

Act as a process guide …this is NOT your work.

Know their role is to build the candidates’ independence.

Refer candidates to the 5 Core Propositions and the Standards

Encourage candidates.

8

No Recipe Can Create an “NBCT”

Coaches are-- Non-Judgmental Honest Specific Constructive Probing Knowledgeable Available

9

• Complete the Johari Window form.

• What are some unproductive

behaviors that could be set in

motion in you by a candidate’s

needs?

• What do you KNOW you can’t fix

for a candidate?

10

Working With Adult Learners Read the chart comparing adult and

child learners.

You will be assigned a number from the chart -- place a quote in the bubble on the stick person handout that represents your difference.

See example on next page for help. It represents #8 from the chart.

11

Facilitation Strategies

In groups, read and summarize assigned pages.

Move through charts in three round carousel.Round 1: Summarize ideasRound 2: What are some “do’s”Round 3: What are some “don’ts"

12

Trainer VS Facilitator Gives information. Directs learning. Operates on outcomes.

Has timeframe.

Plans sequence.

Is cognitive. Designs a priori. Moves from known to

unknown.

Nurtures. Guides interaction. Operates on overarching

goals. Has an undetermined

timeframe. Has a repertoire to draw

from to plan. is intuitive. Designs in media res. Moves from unknown to

known.

13

7 Universal Intellectual Standards

These must be applied to thinking if you are interested in checking the quality of reasoning about a problem, issue, or situation.

Design a poster for your assigned standard:* Definition* Example sentence* Guiding question

See example on wall for help.

14

Cognitive Coaching States of Mind

15

The Cognitive Coaching Model

Coach’s Teacher’ s

Student’ s

Strategies InnerThought

Processes

OvertInstructionalBehaviors

Greater Learning

Costa + Garmston

16

“Trust is about the whole of a relationship; rapport is about the moment”

Art Costa and Robert Garmston

Building a Trusting Relationship: The Key to Coaching Success

17

Behaviors That Build Trust:

Respect the confidentiality of your relationship

Recognize and respect your partner’s ideas, even

though you don’t agree with them.

Respond to his/her statements/questions to his/her

satisfaction before introducing another topic.

“Walk your talk”—deliver what you promise!

18

Coaching Behaviors…

Modeling instruction and self-reflection

Sharing relevant experiences, examples and strategies

Opening new avenues by which partners can, through reflection and practice, take responsibility for improving their practice

19

Socratic Questioning

The method of Socrates is a search for the underlying assumptions which may subconsciously shape one’s opinion, and to make them the subject of scrutiny, to determine their consistency with other beliefs.

The basic form is a series of questions formulated as tests of logic and fact intended to help a person or group discover their beliefs about some topic. This method is designed to help a person further their understanding of themselves and their practices.

20

Socratic Questioning Strategies

Look at the guiding question you created for the last activity.

What kind of Socratic question did

you use?

21

Architecture of Accomplished Teaching

Read your scenario and explore the Enhanced Architecture of Accomplished Teaching Diagram

Where is the scenario teacher on the diagram?

What should she/he do differently? What Socratic type question could

you ask to help the teacher?

22

Five Core Propositions

Teachers are committed to students and their learning

Teachers know the subjects they teach and how to teach those subjects to students

Teachers are responsible for managing and monitoring student learning

Teachers think systematically about their practice and learn from experience

Teachers are members of learning communities

START HERE:

Your Students -Who are they?

Where are they now?

What do they need andwhen do they need it?

Where should I begin?

Set high, worthwhile goals appropriate for these students, at this time, in this setting.

Design and Implement instruction designed to attain these goals.

Evaluate student learning in light of the goals and the instruction.

Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals

Reflect on student learning, the effectiveness of instructional design,particular concerns and issues.

Set new high and worthwhile goals that are appropriate for these students at this time.

Einhorn 2006

23

Part 2 - Writing for NBPTS

Ethics Review of Descriptive, Analytical &

Reflective Writing Complete the highlighting activity

24

Ethics Related to Mentoring for Ethics Related to Mentoring for WritingWriting

Refer to “Ethical Issues in NBPTS” Refer to “Ethical Issues in NBPTS” (Guidelines for Ethical Candidate Support)(Guidelines for Ethical Candidate Support)

““The responsibility of developing and The responsibility of developing and completing the certification materials always completing the certification materials always rests with the candidate.”rests with the candidate.”

Mentors cannot share their own entries.Mentors cannot share their own entries. Candidates cannot falsify, copy or share Candidates cannot falsify, copy or share

information for use in portfolio entries.information for use in portfolio entries. Mentors are not assessors.Mentors are not assessors. Report violations to NBPTS (1-800-22TEACH)Report violations to NBPTS (1-800-22TEACH)

25

Writing for the National Board Process

Descriptive

Analytical

Reflective

26

Evidence: Accomplished vs. Lacking

Create the Socratic questions that would have guided this candidate from a lacking to an accomplished response.

27

Writing Tools for Candidates

Instructional context

vs. contextual information Model of Instructional Context Sentence stems Adding value

28

Part 3 - Mentoring for Documented Accomplishments

29

Mentoring for Documented Accomplishments Overview

Ethics Related to Documented Accomplishments

Teacher as communicator with students family and community

Teacher as leader/collaborator Teacher as learner Tools for candidates

30

Ethics Related to Documented Accomplishments

Refer to “Ethical Issues in NBPTS” (Guidelines for Ethical Candidate Support)

“Candidates alone are solely responsible for their certification materials”

Cannot “falsify or fabricate evidence” Report violations to 1-800-22TEACH

31

Three “Lenses” for Viewing Professional Accomplishments

• Leader/collaborator

• Learner

• Communicator with family and community

32

Tools for Candidates Breaking Down the Entry Practical Tips for Getting Started… Guidelines for Documented Accomplishments Guide for Collaborative Accomplishments How to Document Your Accomplishments Documented Accomplishments: Contributions to Student Learning Quantitative and Qualitative Evidence Checklist for Entry 4 Descriptions

33

Responding to Candidate’s Writing

Look for ……1) Thorough description

2) Language of NBPTS standards

3) Significance evidence

4) Proof of student learning

Write Socratic questions that would guide the candidate.

34

Closure & Reflection

Add comments to column 3 on the coach’s self-assessment form.

Complete 1 post-it note for each of the following: Burning Question Muddy Idea Best Idea

35

Overview - Day 2

De-briefEthical IssuesMentoring for Video AnalysisMentoring for Student Work AnalysisMentoring for Assessment Center Exercises

36

Part 4: Importance of Ethics

Signed agreement You may not show candidates your portfolio

entries. You may not tell candidates questions you

observed on the assessment center test. Watch what you say…when in doubt contact

NBRC or 1-800-22-TEACH for help/advice.

37

Role Play - Ethics Scenarios

38

Part 5: Mentoring for Video Analysis

NBCTs will be able to: Identify facilitation strategies to

analyze videotapes. Identify the connection between

rubric, standards and evidence. Identify strategies to examine

written commentaries and videotapes for evidence of the rubric and standards.

39

Videotape Quiz

So how much do you know… Take the quiz to find out!

40

Process for Video Analysis

Review the “Strategies for Groups to View Videotapes”

Whole group Video Viewing Exercise

41

Tools for Candidates

Video notes Breaking Down the Entry Scoring guide analysis Tools for gathering evidence Reflection

42

Part 6 - Mentoring for Student Work Analysis

43

Guiding Candidates through the Architecture of Accomplished Teaching

Food for Thought Context of a Student Aligning Instruction and Assessment to

Goals Evidence of Student Learning Providing Feedback

44

Providing Feedback to Candidates for Analysis of Student Work

Read the portfolio instructions and scoring guide for the sample portfolio entry.

Create Socratic questions to guide the candidate.

Discuss your results with a partner.

45

Part 7 - Mentoring for Assessment Center Exercises

46

Mentoring for Assessment Center Exercises Overview

Ethical Considerations Mentor Roles for Assessment Center

Preparation Working Agenda Resources See NBRC website:

http://www.coe.ilstu.edu/ilnbpts

47

Ethical Considerations for Assessment Center Mentoring

Assessment Center Confidentiality Statement

Cautions for Candidates

48

Assessment Center KWL for Mentors

Individually, respond to the wall chart “What Do We Already Know?” using 1 or 2 yellow post-its (1 idea per post-it).

Individually, respond to the wall chart “What Do We Need to Find Out” using 1 or 2 blue post-its (1 idea per post-it).

49

Brainstorm… 1. How is writing for assessment center exercises different from portfolio writing?

2. How can you help candidates prepare?

50

Assessment Center Working Agenda Review Use internet access to pull up agenda

and show NBCTs where to find it.

Briefly review the assessment center working agendas.

Read directions and discuss how the prompts are derived from the exercise description and rubric.

51

Assessment Center Resources

Assessment Center KWR

A CIA HEART

Helpful Hints for Candidates…

52

Assessment Center Resources

www.pearsonvue.com/nbpts Online schedule Assessment center tour Assessment Center Tutorial

http://edtech.kennesaw.edu/intech/javatimer/javatimer.html

-assessment center tutorial with timer

53

Time to reflect & wrap-up

54

A facilitator is “one who gets others to understand the task(s) and then motivates them to do the work.”

Chicago Public Schools,

Facilitators’ Resource Guide

55

Reflect on this Training

What worked? What do you need? Other comments?