NEA National Board Renewal Guidelines

2012

Overview of Component 2

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Component 2 features an in-depth look at the classroom application of one of the PGEs from Component 1.

Component 2 Purpose

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Teachers are professionally obligated to become better at what they do.

NBCTs demonstrate their knowledge of students and accomplished teaching standards in their classrooms to make a positive impact on student learning.

General Rationale

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Requirements for Component 2

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You may only begin the renewal process if you are in your 8th (no earlier than September 1), 9th, or 10th year of certification.

1. Choose 1 PGE from component 1 and develop a lesson appropriate for students within your content and developmental level.

2. Prepare a video recording of your lesson◦ Video must be 10 minutes, unedited and date stamped◦ May be continuous OR a maximum of 3 unedited

segments3. 4 pages of written commentary responding to

the specific prompts

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A PGE is an activity in which you learn something new that has influence within or beyond the classroom and has a DIRECT or INDIRECT on student learning.

For EACH of your PGEs you must respond to the following prompts:

1. Provide a context of the professional situation that indicates what need you are addressing.

2. Describe the PGC. How does it demonstrate a response to identified needs of students, the professional community, parents, and/or self?

What is a PGE?

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Getting Started

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One of the hardest things about the Renewal Process for most NBCT’s is narrowing down the initial selection of PGEs for Component 1.

If you are reading this - Congratulations- you have already done that work.

The selection of a PGE for Component 2, you will find much easier! I guarantee it!

Tips for Selecting Your PGE!

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Look at your PGEs from Component 1 and ask yourself these questions:◦ Which PGE is best represented by the work I do in my

classroom?◦ Which PGE would best be translated to a lesson written for

my students?◦ Which PGE will allow me to emphasis and focus on

translating my learning and professional growth directly to my classroom?

◦ Which PGE is most directly related to my standards and promotes the rigorous high standards that exist in my NBCT classroom?

◦ Which PGE will allow me to focus on providing the most comprehensive evidence I can to show my growth professionally and my impact on students in a “reach out and touch” it fashion.

Questions to Consider

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After considering the previous questions you should know or at least have a better idea of which PGE to select for Component 2.

If you still have some concern, take a moment and look at the remaining components.

Because component 4 allows you the opportunity to critically examine your work and growth as a NBCT, you will be given the opportunity to analysis the connections and patterns that have emerged as you have grown.

This component allows you to work with all your PGEs and doesn’t require a focus on one singularly.

Component 3 offers you the option of supplying another video or a series of learner work samples that show your growth and the impact you have on student learning.

Again, look at your original four PGEs, which of those would best fit with the options you have with Component 3.

The Next Step

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You are the best judge of which choice is best for Component 2 and 3.

Consider that each of these components are “evidence” of your professional growth and go with the ones that in your NBCT-judgment work best!

Remember!!

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Video Taping Tips and Analysis

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Equipment needed: Videocamera New, blank VHS videotape of blank DVD-R Tripod Extension cord Masking or duct tape Headphones to monitor the sound being

recorded External microphone

Videotaping Tips

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Practice often Make sure to get students’ faces in the

video Place camera and microphone to capture

the best sound quality possible Make certain you appear in the video (or at

least one of the video clips if using segments)

Have a student or colleague video your class

Videotape often—you never know when that great moment will be captured!

How to get the Best Possible Video

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Before recording, check equipment Eliminate noises that may interfere with

recording (background noises may reduce sound quality)

Record in SP (Standard Play) mode only After each video session, jot down some

notes Any particular instructional challenges Lesson objectives Overall success and evidence

Tips continued:

Analyze the video segments to choose the segment that presents your teaching to the best advantage.

In order to analyze the video you may want to:

1. Watch and listen2. Listen only3. Watch only4. Watch and listen Use the Video Analysis Checklist to

analyze each videoWashington Education Association

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How to Choose the Best Segment(s)

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You may submit your video in VHS format or Standard single-sided DVD-R

If using DVD-R, use a silver or metallic colored disc

If your camera does not allow for date-stamping, an administrator may sign a Video Recording Date Attestation Form that verifies the date on which the recording was made and that it was not recorded earlier than September 1 of your 8th year.

Other Videotaping Facts

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Written Commentary and Formatting

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Work with a copy of the 5 Core Propositions at your fingertips as you should be using the verbiage of them in your writing. This gives you the opportunity to describe analysis and reflect with these five propositions connected to your writing.

Review the PGE related terms and use them in the context in which they are defined by National Board. Sometimes your understanding of a term or use in your area may differ and point a scorer in the wrong direction

Use connects to your content specific standards when applicable.

Have a copy of “What Teachers Should Know and Be Able to Do” handy. Your writing should continuously reflect those all-important items.

Suggestions on Written Commentary…

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Remember this is about you and your teaching and impact, don’t spend valuable words on the “others that may have been on the team or led you to this point”. You are the emphasis and your students the benefactors.

Answer the prompts. Don’t allow your writing to wander from those specific questions.

Prompts 1 – 3 address your lesson goals, why you selected it and how it fits in your students learning both content and age appropriately. They also allow you to address the issues of diversity, equity and highlight the positive environment in your classroom. Don’t overlook this opportunity to highlight these things and connect to the 5 Core Propositions

Prompts 4 and 5 focus on the impact of your teaching on your students and allow you to reference the video specifically for more evidence. Cite specific examples!

More Suggestions

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Be thoroughly and specific. When writing about something in the video make the connections to the event saying “the girl in the red shirt asked…”

Point out in your writing any event or actions on the part of you or your students that strengthen a response. Reading is knowing but seeing is believing!

Spell check, grammar check and read and reread. Writing in a professional manner is another way you show how important your profession is to you and the students.

Make a reader file like you did in your original certification. If you are unfamiliar with a file than simply take a manila folder and paste a copy of the requirements and prompts on it and put your work inside. Select several readers whom your value their expertise and honesty and ask them to read your work. Try one for grammar and proofing and one that will focus on the prompts. Temper their opinions with your own NBCT knowledge!

 

Finishing Touches to Writing

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When writing for component 2, review the types of writing under “Writing About Teaching” on page 29 of your Renewal Booklet.

From “Specific Prompts” on page 21, make certain to answer each question completely.

Refer to the standards addressed in your lesson for key verbs that describe what accomplished teachers know and do.

Use the language of the standards to describe your practice.

Written Commentary for Component 2

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Plan early. Refer to the Five Core Propositions and the Architecture of Accomplished Teaching and get to know your students.

Make certain that your classroom meets the content and age requirements of your original certificate. If it does not, you may want to team-teach with another teacher.

Choose a lesson/unit that meets an identified need of your students that demonstrates how your teaching made a positive impact on student learning.

Considerations for Thoughtful Selections

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Step away for a few days and refocus when you feel you can and try again.

Type the prompts in and just type. You may end up with 8 pages instead of 4 but you can pare down the work later after you find your voice.

Remember that National Board gave you specific prompts and that answering those is your focus not writing the next publishing phenomenon.

Most people I have talked to hit the same wall when sitting down to write. I did and so did most of my renewed friends. Notice I said “renewed” friends. Call someone you know who has been through the process, listen to their story and laugh with them. They will offer encouragement and kudos – it’s the NBCT way!

What if I can’t get started?!!

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Use the “Writing Triangle” when writing about your PGE.

Describing the PGE should take the smallest part of your writing.

About 25% of your writing should address the identified need of your classroom.

The majority of the writing should deal with the positive impact your teaching had on your students.

Writing

Adapted from ????? 2012

The Writing Triangle

Description of PGE

What need is being filled? How is need being

addressed?

IMPACT ON STUDENT LEARNING

KEA Jump Start 2012

Use Strong Verbs EXAMPLES

Good Better

I have shown students how to do a math problem.

I modeled the correct procedure for completing the math problem.

My student worked in small groups to list ideas for their

commercial.

My students brainstormed commercial ideas in small

cooperative groups.

I decided how to organize my lesson based on the students’ disabilities in my classroom.

I differentiated my instruction in order to accommodate each of

my student’s needs.

Students did not do well on the test. I decided to work with those

students and help them better prepare for the final test.

After analyzing the formative assessment results, I designed individualized tutoring sessions

for my students scoring at 70% or lower. Because of this, students had the opportunity to prioritize and pursue ways to strengthen

their knowledge.

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Hints and Tips For Formatting

One-inch margins—top, bottom, left and right.

Use only 12 point Times New Roman Font and write only in English.

Print on only one side of paper. Paper no larger than 8.5” x 11” in size.

Explain/Define all acronyms. No staples. Group and paperclip as instructed in the Assembly Checklist.

Double space entire entry with the exception of verification forms.

Do not use italics or special fonts for the entire text. They may be used to offset or highlight areas.

Header—Place ID# on the right of all pages. Reference the Component # on the left.

Remove references to specific names and places in your writing.

Number pages sequentially within each separate component. You may include page numbers within a footer.

Do not number cover sheets.Do not exceed the total number of pages.

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After you have completed the component – celebrate! You are well on your way to renewal success! A few other last minute suggestions:

Lay the component aside and continue working on the remaining items.

Save your work in several places – stuff happens!

Send your final work out one more time for a last look by different eyes.

And don’t forget to thank your readers!

And Finally…

2012

Because your portfolio is scored holistically, when you have completed Components 3 and 4, take a little time to reread all your components. Ask yourself these questions:◦ Did I provide my scorer with overwhelming evidence that I have

continued to grow professionally? ◦ Did I provide my scorer with overwhelming and significant evident

that what I do significantly impacts student learning?◦ Did I show my growth with my students both in and out of the

classroom?◦ Did I show my effort to be a lifelong learner and continue to seek

opportunities for myself that strengthen me professionally?◦ Did I show my effort to maintain the high and rigorous standards of

National Board Certification?◦ Do I evaluate my professional work using the “What Teachers Should

Know and Do” as a standard?◦ Do I reference my standards and the Architecture of Teaching

throughout my portfolio of work?◦ Do I connect my PGEs in my written reflection in Component 4?

Reread All Components