Accomplished Teaching – National Board Certification II

Course Number: Waterbury EDU 5515 C33a Williston EDU 5515 C33b Montpelier EDU 5515 C33c Danville EDU 5515 C33d St. Albans EDU 5515 C33e Charlotte EDU 5515 C33f Bennington EDU 5515 C33g Brattleboro EDU 5515 C33h Online EDU 5515 C33i
Instructor: Juliette Longchamp
Location: This course will be offered in various locations throughout the state including: Waterbury, Williston, Montpelier, Danville, St. Albans, Charlotte, Bennington, Brattleboro & Online
Dates and Times: October 1, 2018 to May 31, 2019. All locations start in October, but specific start dates vary by location.
Credits: 3 Graduate Credits
Tuition: $1,850

Note: Please register directly with the VT-NEA using the link provided below. VT-NEA will then give you the link to Castleton's online registration form. Payments are due to VT-NEA.

Course Description

This course supports teachers through the components of National Board Certification. Candidates will learn and apply the Five Core Propositions, National Board Standards for Teaching and the three types of writing expected as part of Board Certification. Additionally, participants will review best practices within content areas, differentiation techniques, curriculum design, assessment, as well as review key content expected of their teaching certification. 

National Board Certification is the most respected professional certification available in education and provides numerous benefits to teachers, students and schools. It was designed to develop, retain and recognize accomplished teachers and to generate ongoing improvement in schools nationwide.
While teacher licensure systems set the basic requirements to teach in each state, completion of National Board Certification signifies that teachers have voluntarily gone much further. NBCTs have developed and demonstrated the advanced knowledge, skills and practices required of an outstanding educator.
Standards for each content area and developmental level are created by teachers, for teachers. They represent a consensus among educators about what accomplished, effective teachers should know and be able to do to improve student learning and achievement. Board certification is available in 25 certificate areas, from Pre-K through 12th grade.

Certification consists of four components: written assessment of content knowledge, reflection on student work samples, video and analysis of teaching practice, and documented impact and accomplishments as a teaching professional and reflective and effective educator. National Board Certification for three credits will include one or two components. National Board Certification for three credits will include one or two components, while National Board Certification for six credits will include three or four components. Please note that Component 1 must be completed in a year that includes at least one other component. 

The 2018-2019 Course Focus for all new candidates and candidates that began the process in 2017-2018, will be Components 1 and 4. The components are generally described below. 

Component 1: Content Knowledge

Content Knowledge is a computer-based assessment requiring candidates to demonstrate knowledge of and pedagogical practices for their teaching content area. Candidates must demonstrate knowledge of developmentally appropriate content, which is necessary for teaching across the full age range and ability level of the chosen certificate area. 

Component 2: Differentiation in Instruction 

This portfolio entry provides teachers with the opportunity to highlight their ability to evaluate learning strengths and needs for individual students; plan and implement appropriate differentiated instruction for those students; and analyze and modify instructional strategies and materials based on ongoing assessment. The tasks for all components and the rubrics used to assess candidate work have been developed in accordance with the Five Core Propositions and the certificate area Standards. 

Component 3: Teaching Practice and Learning Environment 

This portfolio entry captures details about a teacher’s instructional planning, direct evidence of their practice from two video recordings and instructional materials, and their analysis of and reflection on their teaching as displayed in two video recordings. Teachers will be evaluated on the demonstrated evidence of their practice and analysis as it relates to instruction, student engagement, and the learning environment. This portfolio entry and the rubric used to assess the submission are aligned with the Five Core Propositions and the certificate area Standards. 

Component 4: Effective and Reflective Practitioner

This portfolio entry provides teachers with the opportunity to highlight their abilities as an effective and reflective practitioner in developing and applying their knowledge of their students. Teachers will gather information from a variety of sources about a group of students; use assessments to effectively plan for and positively impact their students’ learning; and provide evidence of their collaboration with families and caregivers, the community, and colleagues and of their contributions to learning communities to advance students’ learning and growth. The types of information teachers submit, the sources of that information, and how they use it will be specific to their subject area and the unique characteristics of their students, school, district, and community. This portfolio entry and the rubric used to assess their submission are aligned with the Five Core Propositions and the certificate area Standards.

This class will support candidates in Components 1-4 of the National Board Certification Process. Component 1 will need to be completed in a year that also includes at least one of the other components. Components 2-4 are portfolio entries and will take at least 50 hours each to complete. Note that some candidates worked in excess of 100 hours each for component 2-4, so candidates should apply for that which fits their time availability. Participants have three years to complete the four components and two additional years to redo components if they do not achieve.

Course Objectives/Goals

• Define, identify, and practice the three types of writing: descriptive, analytical, and reflective.
• Review, critique, and provide constructive feedback to others
• Research best practices related to teaching content
• Review key content for the certification areas
• Discuss and apply “assessment for learning” in the classroom, including analyzing formative and summative assessments (alignment to learning targets, Depth of Knowledge, etc.) and assessment data. We will draw from the work of Jan Chappuis’ work – Seven Strategies for Assessment for Student Learning, and Assessment for Student Learning: Doing it Right, Using it Well.
• Read and discuss Integrating Differentiated Instruction and Understanding by Design by Carol Ann Tomlinson and Jay McTighe (Component 2)
• Understand and apply the Five Core Propositions to teaching and learning
Gather and analyze information about students’ strengths and needs and use that information to design and implement instruction to advance student learning and achievement.
• Analyze and reflect on teaching practices utilizing video from classroom practice.
• Review Charlotte Danielson’s Framework for Evaluation focusing on Domains 1 (Component 2) Domains 2 (Classroom Culture – Component 3) and Domain 3 (Classroom Instruction – Component 3) and Reflective and Effective Practitioner (Component 4)
• Review high impact classroom strategies for student engagement and questioning.

Course Expectations

Content Outline:

Class 1: October Date will vary by location – 4-7 pm- 3 hours
1. Overview of National Board Certification
2. Understand the Five Core Proposition 
3. Discuss the Teaching Standards for teacher-specific content area
4. Jump-Start Component 4 - Read the requirements of the components submitting for the year
5. Student Release Forms
6. Create personal schedule
7. Ed Communities Registration
8. Registration for NBPTS

Class 2: November Date will vary by location – 4-7 pm- 3 hours
1. Discuss assessment methods to improve student learning
2. Differing ways to differentiate learning 
3. Learn and discuss the three types of writing (descriptive, analytical, reflective)
4. Receive feedback on students and units to include in entry.
5. Knowledge of Student Section – Review Questions, ways to present student data, and consider how the data informs your planning and instruction.
6. Component 3 Focus (For candidates completing C3): What are the requirements? 
7. Practice analyzing a video – Celebrations, Concentrations, Next Steps
8. Selecting classes to video.


Class 3: December Date will vary by location – 4-7 pm – 3 hours
1. C4 - Share “Knowledge of Student” first draft.
2. C4 – Student Self-Assessments – What will this look like for your learning focus?
3. Collaborate with peers on progress on Component 4 requirements
4. Component 3: Share video with colleague and give feedback (evidence)

Class 4: TBD Webinar (After score release) – 2 hours 
1. Understanding your scores
2. Review the score calculator
3. Deciphering the feedback and applying it to current entry

Class 5: January Date will vary by location – 4-7 pm – 3 hours
1. Learn how to respond and support peers on the written material ethically 
2. C4: Formative Assessment and Analysis of Student Work Practice
3. C4 -Collaborate with peers on Instructional Context Form
4. C4 – Review Questions for Generation and Use of Assessment Data Commentary
5. C4 – Review Formative Assessment Material Form 
6. Writing time and Feedback offered

Class 6: February Date will vary by location – 4-7 – 3 hours
1. C4: Summative Assessment Data Analysis
2. C4: Review Questions for “Generation and Use of Assessment Data Commentary” and “Participation in Learning Communities Commentary”
3. C4: Review Summative Assessment Material’s Form
4. Component 1 Information for those taking this component this year.

Class 7: March Date will vary by location – 4-7 – 3 hours
1. This class will be based on individual needs. Participants will work on the entries and discussions will ensue related to the work of the cohort.

Class 8: April Date will vary by location – 4-7 – 3 hours
1. This class will be based on individual needs. Participants will work on the entries and discussions will ensue related to the work of the cohort.
Class 9: May Date will vary by location – 4-7 – 3 hours
1.This class will be site specific for those who wish to upload entries as a cohort. 


Optional Writing Days: These days will allow candidates to get support and a longer block of time to work. Some of these days are on vacation, while some of these days are on school days. Many schools allow candidates to use professional time for writing days. Check with your administrator.

The dates below are scheduled for 9 am – 3 pm at Vermont-NEA in Montpelier (6 hours each). The later dates are usually extended, with the May dates offered through dinner and into the evening.
a. Independent work with feedback from Candidate Support Providers
b. Come anytime you wish during the day to get a bulk of writing completed.

Scheduled dates (more may be added in Montpelier and additional locations)

2. November 3rd (Saturday) – Vermont-NEA in Montpelier; Jumpstart your entries!
3. January 26th (Saturday) – Vermont-NEA in Montpelier
4. February 18th (Monday)- Vermont-NEA in Montpelier
5. February 20th (Wednesday) – Vermont-NEA in Montpelier
6. February 23rd (Saturday) – Vermont-NEA in Montpelier
7. February 25th (Monday) – Vermont-NEA in Montpelier
8. February 26th (Tuesday) – Vermont-NEA in Montpelier
9. March 2nd (Saturday) – Vermont-NEA in Montpelier
10. April 15th (Monday) – Vermont-NEA in Montpelier
11. April 26th (Friday) – April 27th (Saturday) – Vermont-NEA in Montpelier
12. May 4th (Saturday) – Vermont-NEA in Montpelier
13. May 11th (Saturday) – Vermont-NEA in Montpelier – Extended times
14. May 13th (Monday) – Vermont-NEA in Montpelier – Extended times
15. May 14th (Tuesday) – Vermont-NEA in Montpelier – Extended times
16. May 15th (Wednesday) – Vermont-NEA in Montpelier – Extended times – Upload deadline is at midnight!


Assignments: 

October
• Read through directions.
• Collect Student Release Forms for selected class. These need to be kept by the candidate. They are not submitted with your entry.
• Create commentary file with required questions (we can change them when final directions come out).
• Select one group of students for this entry
• Complete Contextual Information Sheet
• Complete Group Information and Profile Form
• Decide on the Unit for Component 4 (January-February?)
November
• Write first draft of Written Commentary “Knowledge of Students”.
• Plan for your unit, including formative and summative assessments. 
• Get feedback on your assessments, making sure they are aligned with the standards for the unit and contain varying DOK levels.
• Description of Professional Learning Need Form. -fill out first question - Read the directions carefully. You may select a need where you shared your expertise. 
• Description of a Student Need Form. - The need must be based on either the same group of students or an earlier group of students with whom you have worked. 
• Remember that you want to showcase “Teacher as Learner” and “Teacher as advocate, collaborator, and/or leader”.


December
• Implement your unit.
• Collect multiple formative assessments.
• Analyze your formative assessments systematically. 
• Complete Instructional Context Form 
• Begin the Generation and Use of Assessment Data Commentary.
• Begin the Participation in Learning Communities Commentary.
• Select Formative Assessment 
• Complete the Formative Assessment Material Form (if you have given the one you intend to utilize for this entry.)
• Online Meeting:
• Score Release – Review your scores prior to the online meeting.

January
• Complete Unit
• Administer, collect, and analyze summative assessments
• Continue writing Generation and Use of Assessment Data Commentary
• Continue writing Participation in Learning Communities Commentary
• Complete the Summative Assessment Materials Form
• Complete the Formative Assessment Material Form (if not done in January)

February
• Complete Description of a Student Need Form.
• Complete Description of Professional Learning Need Form
• Complete the Summative Assessment Materials Form
• Complete the Formative Assessment Material Form
• Complete all sections of Written Commentary
• Revise and receive feedback from cohort members
• Read the scoring rubric and make sure you have addressed all the standards on which you will be scored. 
• Organize all completed work into the files needed for upload.
March
• Drafts of written commentary for components
• Individual and group meetings with class facilitator

April
School Meeting
• “Almost” final draft of written commentary for components
• Some materials uploaded to NBPTS

May 
School Meeting
• Final draft of written commentary for components
• All materials uploaded to NBPTS


Vermont-NEA Optional Meetings – Dates above
These open sessions will be facilitated by Julie Longchamp and other NBCT Facilitators. These days, offered at Vermont-NEA in Montpelier will allow candidates to work independently and collaboratively as they finalize sections of the work to be submitted. Light breakfast and lunch will be included during these days. There will be other days throughout the state, which will be communicated later.

Required Texts

Costs, if any, for the required readings are not included in the course tuition.

Component 2:
Tomlinson, C. and McTighe, J. (2006) Integrating Differentiated Instruction and Understanding by Design. Alexandria VA: ASCD

Component 3:

Danielson, C. (2013) The 2013 Framework for Teaching Evaluation Instrument. Princeton, NJ: The Danielson Group.

Component 4:

Chappuis, J. (2014) Seven Strategies for Assessment for Student Learning, Second Edition. Portland, OR: Pearson.

Chappuis, J., Stiggis, R., et. All (2018) Assessment for Student Learning: Doing it Right, Using it Well. Portland, OR: Pearson.

Additional resources and articles on assessment, differentiation, classroom practices and coaching will be provided.

For additional course and registration information

Juliette Longchamp
(802) 223-6375

Register online now!