Entry 4


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NBCT presentation for Entry 4

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  • Entry 4

    1. 1. Documented Accomplishments: Understanding What is Valued in Entry #4
    2. 2. Our goal is to support your efforts to: <ul><li>Select appropriate accomplishments to feature in Entry #4 </li></ul><ul><li>Document specific evidence of student learning </li></ul>
    3. 3. Paired Reading <ul><li>Read Directions for Entry 4 and highlight key phrases. </li></ul><ul><li>After you finish, share a key phrase with an “elbow partner” and explain why the phrase was meaningful to you. </li></ul><ul><li>Alternate sharing key phrases with your partner. </li></ul>
    4. 4. Compare routine or required activities to significant activities. <ul><li>Think about characteristics and examples of both types of activities. </li></ul><ul><li>Work with participants at your table to construct a T-chart. </li></ul><ul><li>Hang your chart on the wall. </li></ul><ul><li>Go on a Gallery Walk. What looks familiar? What kinds of components would move the routine/required activities to the significant status? </li></ul>
    5. 5. Choosing Accomplishments <ul><li>Talk it over with your table: </li></ul><ul><li>What are your Top 3 Appropriate Accomplishments? </li></ul><ul><li>What are your Top 3 Inappropriate Accomplishments? </li></ul><ul><li>Be ready to respond. </li></ul>
    6. 6. Brainstorm 3 possible accomplishments on the worksheet provided. Remember to include an accomplishment that features: <ul><li>Your work with the families and community of your students. </li></ul><ul><li>Your development as a learner. </li></ul><ul><li>Your work as a leader/collaborator. </li></ul>
    7. 7. Investigative Reporter Interview Format <ul><li>You will interview and be interviewed about the accomplishments on your worksheet. </li></ul><ul><li>There will be three rounds of interviews in which you will question other participants and they will question you. </li></ul>
    8. 8. Round 1 <ul><li>Make eye contact with someone not at your table. </li></ul><ul><li>In your role as a reporter, ask that person to explain an activity on their worksheet and its significance. </li></ul><ul><li>Switch roles. </li></ul><ul><li>Thank your partner. </li></ul>
    9. 9. Round 2 <ul><li>Make eye contact with another partner. </li></ul><ul><li>In your role as a reporter, ask that person to explain an activity on their worksheet and the student impact . </li></ul><ul><li>Switch roles. </li></ul><ul><li>Thank your partner. </li></ul>
    10. 10. Round 3 <ul><li>Choose an activity from your worksheet list. </li></ul><ul><li>Make eye contact with another partner. </li></ul><ul><li>In your role as a reporter, choose 3 questions from the following list to ask your partner. </li></ul><ul><li>Switch roles. </li></ul>
    11. 11. Under what category might this activity fall? Why might you have chosen this activity for your students? How might your students have benefited from this experience? What might this experience have been important to your students? What might be the long-term impact on your students? What might be the short-term impact on your students? In what ways might you know the activity impacted student learning? What things might you have heard that led you to believe students learned that? What things might you have seen that led you to believe students learned that?
    12. 12. How do you decide how many accomplishments to submit? What are the requirements? What allows me to show the strongest evidence of student learning/impact?
    13. 13. Showing Strong Evidence of Student Learning <ul><li>Refer to your Scoring Guide, Entry 4. </li></ul><ul><li>Read the Scoring Rubric for Level 4 and Level 2. </li></ul><ul><li>Highlight the key phrases. Note the qualitative differences. </li></ul>
    14. 14. Create a graphic organizer with the people at your table to illustrate the quality of evidence required for an accomplished response (4) and an unaccomplished response (2).
    15. 15. Creating Similes <ul><li>A simile compares two different things. </li></ul><ul><li>An example of a simile is “Achieving National Board Certification is like climbing to the top of Mt. McKinley because you have to expend a tremendous amount of energy but it is totally satisfying when you get there.” </li></ul>
    16. 16. Showing Evidence of Student Impact is Like…. <ul><li>Find a trio to work with by looking for similarly colored clothes. </li></ul><ul><li>Be prepared to share with the large group. </li></ul>
    17. 17. The 3 C’s: Should You Lump These Concepts Together??? <ul><li>Clear </li></ul><ul><li>Consistent </li></ul><ul><li>Convincing </li></ul>
    18. 18. Clear <ul><li>Does the description of the accomplishment allow the assessor to understand the nature and scope of your activity? </li></ul><ul><li>Do you use precise terms to describe evidence of student learning/impact? </li></ul>
    19. 19. Consistent <ul><li>Are there logical connections between the accomplishment, its significance, and student learning/impact? </li></ul><ul><li>Does the documentation support your description of the accomplishment and its significance? </li></ul>
    20. 20. Convincing <ul><li>Have you provided the level of detail in your descriptions of student learning/impact that substantiates your claims? </li></ul><ul><li>Have you used anecdotal examples to show the impact on individual learners? </li></ul><ul><li>Have you referenced powerful pieces of supporting documentation to further make your case? </li></ul>
    21. 21. Supporting Documentation <ul><li>Artifacts </li></ul><ul><li>Verification Forms </li></ul><ul><li>Communication Logs </li></ul>
    22. 22. Write a Strong Reflective Summary <ul><li>In your work outside the classroom, what was most effective in impacting student learning? Why? </li></ul><ul><li>Considering the patterns evident in all of your accomplishments taken together, what is your plan to further impact student learning in the future? </li></ul>
    23. 23. Tips <ul><li>Don’t wait to collect you documentation. </li></ul><ul><li>Ask people to write letters now. </li></ul><ul><li>Color coding is a blessing for many souls. </li></ul>
    24. 24. Thank you for coming. We hope we provided you with helpful information. Please share your thoughts on what we did right and how we might improve future sessions.
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