National Board Professional Development Schools

National Board Professional Development Schools

National Board Professional Development Schools NATIONAL BOARD RESOURCE CENTER AT ILLINOIS STATE UNIVERSITY June 3, 2016 FUNDED BY: Organizational Tasks Set up your computer Review your cohort list - sent to you in an email from Debbie Begin to discuss & plan your cohort session schedule

FY17 PD School List Debbie has shared a Google spreadsheet via email. Click on the tab for your cohort and check the information in the spreadsheet. If something is incorrect, make the corrections and change the

tab to red. AGEND A INTRODUCTIONS Second Year School Cohorts District #5 Highland High School Cohort #1 District #5 Highland Cohort #2 District #111

Kankakee High School Cohort #1 District #111 Kankakee Cohort #2 District #111 Kankakee Cohort #3 District #299 North Lawndale Cohort #1 Administrators Teacher Liaisons

NBCT Facilitators Dr. Karen Gauen Kristie Simmons Liza Basden, NBCT Erick R. Baer Stephanie Schwappach Sharon Schmitz Katie Kellerstrass, NBCT Joy chase

Angie Kanak Tara McCasland, NBCT Chuck Hensley Viodelda Judkins Shirlene Holden, NBCT Rusti Merrill Karen Dannehaur Krystal Clifton, NBCT

Nicole Howard Joanne Klonowski Pamela Wagner, NBCT INTRODUCTIONS Second Year School Cohorts District #117 North Palos Cohort #1 District #202 Plainfield Cohort #1

District #202 Plainfield Cohort #2 District #202 Plainfield Cohort #3 District #122 Rock Cut-Harlem Cohort #1 District #122 Rock Cut-Harlem Cohort #2 Administrators Teacher Liaisons

NBCT Facilitators Dr. Eileen McCaffrey Samar Abousalem Kimberly Dignin, NBCT Dr. Ed Boswell Deborah Kim Melissa Aubuchon, NBCT Danielle Cournaya Michelle Schade

Lynn Bond, NBCT Cortnye Russell Shannon Whalum Melissa Aubuchon, NBCT_ Michael Plourde Becket George Diane Burns, NBCT Larry Smith

Amy Michener Kelli Girardin, NBCT INTRODUCTIONS Second Year School Cohorts Administrators Teacher Liaisons NBCT Facilitators District #303

St. Charles Cohort #1 Diane Lidman Kandace Brink Julie Pheney, NBCT District #303 St. Charles Cohort #2 Diane Lidman Megan Mkrtschjan

Kathy McCullough, NBCT District #129 West Aurora Cohort #1 Jen Story Emily Minarcik Jennifer Tannenbaum, NBCT_ District #129 West Aurora

Cohort #2 Laura Beatus Karen Stocks Erin Holland, NBCT INTRODUCTIONS Third Year School Cohorts District #4 Champaign Cohort #1 District # 117 Community High School

Cohort #1 Administrators Teacher Liaisons NBCT Facilitators Sean Morrison Sarah Lehl Katie Bribriesco, NBCT_ Jori Bowen

Tom Deichsel Morgan OConnor, NBCT Elisa Biancalana Patricia Kuropas Marisol Saavedra, NBCT Catherine Fletcher Meghan Doyle Maryellyn Friel, NBCT

Yvette Gonzalez Saul Vazquez Laura Newmeyer, NBCT District #46 Elgin Cohort #1 District #46 Elgin Cohort #2 District #46 Elgin Cohort #3

INTRODUCTIONS Third Year School Cohorts Administrators Teacher Liaisons NBCT Facilitators District #65 Evanston-Skokie Cohort #1 John Price

Taylor Fusinatto Marie Breitenstein, NBCT District #65 Evanston-Skokie Cohort #2 John Price Jennifer Federer Rebecca Condon, NBCT District #152

Harvey Cohort #1 Doelynn Strong Jason Hill Christine Pulgar, NBCT District #1 Jasper Cohort #1 Kathy Johnson Cheryl Walker

Bonnie Zavoral, NBCT INTRODUCTIONS Third Year School Cohorts Administrators Teacher Liaisons NBCT Facilitators District #308 Oswego Cohort #1

Kelley Budd Robin Ceres Paula Mueller, NBCT District #308 Oswego Cohort #2 Heidi Podjasek Megan Giacomino Kelli Glatt, NBCT

District #299 Whitney Young Cohort #1 Vita Scott-Harris Sara Wender Dagny Bloland, NBCT GUESTS Tami Fitzgerald, NBCT Director of Outreach and Engagement National Board for Professional Teaching Standards

Ann Min, NBCT National Board Resource Center PRESENTERS NBRC Professional Development Consultants And Co-Presenters Lori Abbott, NBCT and Jill Shoda, NBCT Debbie Kasperski, NBCT Director, National Board Resource Center Feel free to tweet about what you are learning and discovering today!

#NBPDSchools Twitter Join the Poll 1. Create a text message To: 37607 2. In the message, type: JILLSHODA390 3. Hit send 4. You will get a reply message that you have joined the poll Why Are We Here? (OUTCOMES)

Describe / reflect on your cohort development Determine Next Steps for your cohort (Logic Model) Refine the PD Team Roles & Responsibilities Reflect on effectiveness of your cohort (Goal) Collaborate & learn from other PD cohort teams How Did We Get Here? Engaging School Teams Administrator leadership and commitment Motivated teachers and/or counselors Shared commonality that will have a positive impact on the school/district

Pre-registering cohorts commitment Financial commitment Applying for the Illinois NB $1,900 Candidate Fee Subsidy Apply to NBPTS and pay the $75 registration fee (per year) Handouts ACCESS TO ELECTRONIC COPIES HTTP://NBRC.ILLINOISSTATE.EDU/ National Board Information National Board Vision

Where Can I Find Out More About National Board? National Board Components 5 Core Propositions Architecture of Accomplished Teaching National Board Certification GUIDE TO NB CERTIFICATION CATEGORIES FOR NATIONAL BOARD CERTIFICATION (CERTIFICATES) WWW.BOARDCERTIFIEDTEACHERS.ORG NATIONAL BOARD TEACHER CERTIFICATION

The National Board Process is Grouped into Four Components NB Professional Development Schools What will your journey look like? 2015-16 2016-17 2017-18 C3: Teaching Practice and Learning Environment

C2: Differentiation in Instruction C3: Teaching Practice and Learning Environment C1: Content Knowledge C4: Effective and Reflective Practitioner

C1: Content Knowledge Component 2: Differentiation in Instruction Teachers/counselors will Describe, analyze & reflect on student work, succinctly explaining the evidence supporting teaching decisions Describe students abilities & set learning goals, giving rationale for teaching decisions Focus on using knowledge of individual students to differentiate instruction Reflect on lessons to set new learning goals to impact

student growth and achievement. Component 4: Effective & Reflective Practitioner Teachers/counselors will: Gather information from a variety of sources about a group of students Use assessments to effectively plan for & positively impact learning of students they teach Provide evidence of their collaboration with families, the community & colleagues to advance their students learning & growth.

http://www.nbrc.illinoisstate.edu 27 Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f Enhanced Architecture of Accomplished Teaching START HERE: ASSESSMENT OF STUDENTS Who are they?

Where are they now? What do they need and When do they need it?

Where should I begin? Domain 1 Planning & Preparation 1b Knowledge of students 1f Designing Student Assessment Domain 1 Planning & Preparation 1a,1b,1c,1d,1e Set high, worthwhile goals

appropriate for these students, at this time, in this setting Implement instruction designed to attain these goals. Domain 2 Classroom Environment - 2a, 2b,2c,2d Domain 3 Instruction 3a, 3b,3d,3e Set new high and worthwhile goals that are appropriate for these students at this time. Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.

Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals. Domain 1 Planning & Preparation 1a,1b,1c,1d,1 e Domain 4 4a Reflecting on Teaching

Domain 3 Instructio n 3a, 3b, 3c, 3d,3e Evaluate student learning in light of the goals and the instruction. Domain 1 Planning & Preparation- 1d Domain 3 Instruction 3d Copyright 2014 National Board Resource Center at Illinois State University. All rights reserved . 28

Illinois Support System for National Board Candidates Support for all candidates National Board Professional Development School Cohorts Illinois NB Support System ISBE- funded $1900 subsidy for candidates 12 two-hour Cohort Sessions over a school year Cohorts consist of at least 10 candidates

Online readers offered Candidates complete Component 2 & Component 4 All cohorts are facilitated by trained NBCT facilitators National Board Professional Development Schools Consist of at least 10 teachers in the same school, district. Aligned directly to school /district goals to have greater impact on students. Supported by a specially trained team: an Administrator, NBCT Facilitator, & a Teacher Liaison. The team communicates regularly to manage & sustain the cohort. Focus on school based learning by completing National Board components.

NBCT Facilitators meet monthly online as a leadership community to plan sessions and problem solve. Team Training and materials are provided. Ongoing support from NBRC (funding availability). NB Professional Development School Teams Supporting cohorts Evolution of the Cohort The Cohort Team considers how the cohort creates a climate for cohorts to impact student achievement The team evaluates progress on

sustaining change within the school & district Time Logistics Forming & maintaining the cohort becomes more streamlined & integrated with school & district Greater focus on creating school rather than district cohorts More continuity from year to year in cohort teams Communication Procedures

between team members, cohort members & school promote a changing school climate, inclusive of many stakeholders, including unions, parents & school board members Cohort is self-evaluating, centered around aligned, targeted goals Community is regularly informed about the cohort Participants Become more focused on student impact Articulate their practice & knowledge of students with PD Cohort Transforms Over Time

Team Team plans for continuity of its members in future years Begins to do more long term planning incorporating the PD cohort into district PD & teacher leadership roles Nature of the Professional Development Cohort community forms with greater focus on evidence based teaching & student impact Architecture of Accomplished Teaching is connected to other professional development in the district Incentives

Connection between the cohort as professional development & future teacher leadership pathways in the district AGEND A Developing a Logic Model A Logic Model is also known as a logical framework, theory of change or program matrix. The team will use a Logic Model to evaluate

their system in order to sustain a National Board Cohort in the school/district over time. Logic Model Logic Model 1.Problem Statement & Goal 2.Inputs 3.When youre done, please hang up your logic model BREAKOUT SESSIONS Jesse Fell Rm. B

Facilitators National Board Beaufort Administrators Jesse Fell Rm. C Teacher Liaisons QUICK REVIEW NB Guidelines for Ethical Candidate Support Professional Development Hours (PDHs) Candidates requesting to withdraw

Partnership Agreement (NB Facilitator & Candidate) Roles and Responsibilities NB Professional Development School/District Team-Planning Notes Maintenance of Certificate Reflection on Your Role Take a few minutes to individually reflect on what you bring to your role in your team Summarize what you did effectively Consider your personal talents or unique contribution to your team How can you improve upon or expand your role as a member of the team?

Jot down 3 -4 of your essential What values are essential to build a successful Leadershi p Team? values on Post-its Put those Post-its aside Well get back to them later in the session

On e va Po lu st e p -it er ! Team Roles & Responsibilities Venn Diagram National Board Facilitator

Administrator Teacher Liaison Other Possible Graphic Organizers Or something else creative that illustrates the responsibilities of the separate roles as well as the responsibilities that are shared LUNCH Cohort Goal Setting CREATING SCHOOL CHANGE

Next Step In Goal Setting Revisit Reflect Refine Step 1: REVISIT Target Goal Add your 2015/16 target goal Show how your

goal aligns with school/district goal (Bullet key points) Gradual Release of Responsibility Framework Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition by Douglas Fisher and Nancy Frey Step 1: Revisit Your 2015-16 Goal (example) Target Goal 2015-16

In what way does our goal align with school & district goals? Focuses on higher order Implement Common Core standards with an emphasis on higher order thinking skills using the Gradual Release of Responsibility Instructional

Framework. thinking skills Uses / reinforces strategies to accommodate shifts in the Common Core Increases student engagement & ownership of their learning Includes assessment of instructional strategies & impact on student learning Step 2: REFLECT on Target Goal

Consider the degree of success with your target goal List the priorities you will retain as you shape your new goal Step 2: Reflect on Target Goal (example) To what degree did we achieve our goal?

Teachers have begun examining their focus lessons & guided instruction for evidence of student vs. teacher talk On-going discussion of powerful modeling & how/when it transfers to student engagement Increased time spent on student collaboration especially in content area discussions & report writing Students have begun to use question forms why, how come.in discussions with classmates at 6-8 Students more likely to lead discussions & ask questions K-5 but not always 6-8

List the priorities you will retain as you shape your new goal Examining student written work to determine how collaboration enhances higher order thinking Examining student work to find evidence of higher order thinking what does it look like? Increasing student engagement & ownership of learning Clarifying how student

engagement and higher order thinking can be vertically Step 3: REFINE Target Goal What did you learn about your students based upon your 2015/16 goal? How can you target goals & revisit them regularly to make more impact on

student achievement? Step 3: REFINE Target Goal (example) What did you learn about your students based upon your 2015/16 goal? New Goal for 201617 Students who were considered lower performing were more

engaged & produced more work when given more opportunities to work in guided partnerships with classmates after multiple opportunities for reinforcement of lesson goals with classroom teacher or specialist Higher performing students with advanced vocabulary were more likely to be participatory when given opportunities to choose leadership roles Significant increases in skill levels on assessment of expository writing exhibited by students at almost all

levels By June 2017, students will show evidence of higher order thinking skills in their content area written work (reports, science lab reports, extended responses in math, literature responses) as measured through the Gradual Release of Responsibility Framework checklist and regular benchmark assessments. Teachers will develop & discuss how they differentiate for development of higher order

thinking skills across grade Target Goal Goes on Communication Update PD Cohort Collaboration You will have an opportunity to hear about how other cohort teams develop and sustain their cohorts Your team will have time to discuss and develop your plan for sustaining change through your cohort

Four Corners Activity Teams visit each of the corners and listens to the information presented. Team members return to table and discuss what they learned. Team decides on focus area(s) based on Problem Statement (Logic Model) and sends members back to those corners to learn more and ask questions. Team members re-group and use what they have learned to begin planning next steps on the Logic Model.

Revisit Logic Models: Give Feedback / Suggestions to Other Teams Final Activity Team sets a date to review, plan & Importan t Dates to Add to Your

Calendar : refine next steps NB Facilitator Training August 4 & 5 First Cohort Session Between September 1530 *Administrators will send the date/time/location to the Cohort members Questions? Evaluation

We need your input! SUBMIT TO THE REGISTRATION DESK AS YOU LEAVE EVALUATION CPDU FORMS BADGES Pick up Materials!

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