Preparing for the National Board and Beyond

ED 609

Syllabus

Course Description

Preparing for the National Board and Beyond is a course designed to prepare teachers to achieve National Board Certification by introducing teachers to the standards and core propositions of the National Board for Professional Teaching Standards. Course participants are asksed to develop reflective practices by writing about their classrooms, their lessons, and their involvement in the community and profession. Participants will gain knowledge of The National Board process as they read and reflect on standards, and elements of the national board portfolio.

Objectives

Read and review "What Teachers Should Know and Be Able to Do."
Understand the National Board's five core propositions.
Review and discuss recent research on standards based teaching.
Understand the importance of data driven curriculum (assess, monitor, reflect).
Develop skills for creating two-way communications between students, parents, community members, and teachers.
Evaluate a class lesson in terms of its relationship to NBPTS content standards.
Understand how the five core propositions look in action in a classroom.
Learn skills for evaluating students' strengths and weaknesses.
Learn how to develop assignments to improve student learning.
Understand the difference between assessment and evaluation.
Understand the elements of the National Board Portfolio and write a timeline for completing each entry.
Practice writing descriptively, analytically, and reflectively about your classroom.
Plan ways to structure learning activities that align with National Board Standards.
Develop Portfolio Entry #4.
Learn how to video tape classroom lessons and write about them.

Curriculum Design

Preparing for the National Board is a 45-hour, 3 credit graduate course. The following methodologies will be used during the course: readings, group and individual electronic discussions, applied practice assignments, reflections and papers. Modules 1 through 8 will be completed one per week. Modules 9 and 10 will be completed over a seven-week period so students will have time to revise and complete the final integration project.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required textbooks are The Teacher's Guide to National Board Certification Unpacking the Standards and The National Board Certification Workbook How to Prepare Your Portfolio by Adrienne Mack-Kirschner, Heinemann Publishing, 2001. Further required reading includes documents from the National Board for Professional Teaching Standards (NBPTS) web site.

Course Outline

Module One: Introduction and Overview

Objectives:

To build a learning community focused on supporting each other as reflective practitioners
To learn about The National Board for Professional Teaching Standards
To understand the course requirements

Contents:

Introduction: Welcome and Course Orientation
The purpose of The National Board for Professional Teaching Standards (NBPTS)
A Nation at Risk: research calls for professionalized teaching force
The mission of the National Board
The elements of National Board Certification defined
Writing about your teaching: issues, concerns, and journals
Connect for success: building pre-candidate communities

Module Two: What Should Teachers Know and Be Able to Do… The Five Core Propositions

Objectives:

Recognize the five core propositions.
Discuss the three modes of writing required by the National Board portfolio.
Write descriptively, analytically, and reflectively.
Participate in a learning community.

Contents:

Review Module One
Tips for understanding the NBPTS materials: active reading, think pair share
The five core propositions
Teacher beliefs about students
Teacher beliefs about content
Teacher beliefs about learning: practice, pedagogy, and community
Writing for National Boards: description, analysis, and reflection

Module Three: Assessment or Evaluation: What’s the Difference?

Objectives:

Define assessment and evaluation.
Understand the difference between assessment and evaluation.
Understand how assessment of students' strengths and weaknesses can help teachers design effective lessons to maximize student learning.
Understand the importance of assessment to the National Board certification process.
Write descriptively, analytically, and reflectively.
Participate in a learning community.

Contents:

Brief review
Brainstorm issues relating to assessment and evaluation
Examine the benefits of assessment
Understand the difference between assessment and evaluation
Connect theory to practice: Using the teaching journal to assess your practice
Analyzing student work: strengths, weaknesses and their impact on instruction
Sharing Teaching Journal entries

Module Four: The Standards: 1-6 Where to Begin?

Objectives:

Download and print the standards for the certificate your want to pursue.
Read and understand the standards that describe what your students should learn about your content area.
Write descriptively, analytically, and reflectively.
Participate in a learning community.

Contents:

Overview of the NBPTS Certificates
Examining the Standards of the National Board
State Standards
National Professional Standards (NCTM, NCTE, etc.)
Epiphanies of the Ordinary: Analyzing the Standards in Everyday Practice
Reflecting on your teaching
Sharing Teaching Journal Entries

Module Five: The Standards: 7-12+ Journeys and Destinations

Objectives:

Discuss the difference between content and process.
Read and understand the standards that describe what and how you can effectively teach students your content.
Write descriptively, analytically, and reflectively.
Participate in a learning community.

Contents:

Pulling your practice out of the National Board Standards
Survey the Portfolio Instructions for your certification area
Identify challenges and supports of National Board Certification process
Context: The Who, What, Where, When, and How of Teaching in Schools
Writing in your Teaching Journal
Responding to the writing of others

Module Six: Don't Panic: It's Just a Portfolio

Objectives:

Understand the portfolio entries for your certificate area.
Create a timeline for completing your portfolio.
Generate ideas for each portfolio entry.
Begin Portfolio entry #4.
Write descriptively, analytically, and reflectively.
Participate in a learning community.

Contents:

Read the National Board Portfolio Instructions for your certification area
Examine the elements of the four portfolio entries
Brainstorm ideas for each portfolio entry
Questioning the Process
Review and discuss Student Learning
How does professional development impact student learning?
Portfolio entry #4: Documented Accomplishments guided practice
Share Teaching Journal reflections

Module Seven: Whole Class Video Taping

Objectives:

Understand the Whole Class Discussion Portfolio Entry directions
Understand the importance of setting instructional goals.
Understand the importance of lesson planning to the certification process.
Write descriptively, analytically, and reflectively.
Participate in a learning community.

Contents:

Examine issues and concerns about appearing on tape
"SOAPS-A Strategy'
Goal Setting: Why backwards planning works
The importance of lesson planning to the video taped entries
Simulate the videotaping experience
It's all about the Write Up
Effective Classroom Layouts
Reflecting in the teaching journal
Sharing work in progress

Module Eight: Small Group Video Taping

Objectives:

Understand the Small Groups Portfolio Entry directions.
Understand the definition of collaborative learning.
Understand the definition of cooperative learning.
Learn and understand different methods to group students.
Complete a portion of the Small Group video portfolio entry.
Write descriptively, analytically, and reflectively.
Participate in a learning community.

Contents:

Understand the directions for Portfolio Entry #3: Small Groups
Identify Quality Verbal Interaction
Compare and contrast teaching styles: "Sage on the Stage" vs. "Guide on the Side"
Identify grouping methods: collaborative vs. cooperative
Understand rationales for group learning
Video tape a small group lesson
Describe, Analyze, and Reflect: Write about Your Small Groups video
Share work in progress
Reflect in teaching journal

Module Nine: Write Away!

Objectives:

Practice writing descriptively, analytically and reflectively.
Understand and practice time management.
Respond thoughtfully and critically to the writing of others.
Participate in a learning community.

Contents:

Understand the Scoring Process
Writing about Yourself: Documenting Professional Accomplishments
Integrating Family and Community Resources into Classroom Practice: Guest Speakers
Select for Success: Making Good Choices for Portfolio Entry #4
Write a Portfolio Entry #4
Submit your entry to peer(s) for review and response
Review and Respond a peer's Portfolio Entry #4
Reflect in teaching journal

Module Ten: What Have You Learned? Beyond the Board

Objectives:

Practice writing descriptively, analytically and reflectively.
Understand and practice time management.
Respond thoughtfully and critically to the writing of others.
Participate in a learning community.
Practice professional goal setting.
Reflect on personal teaching practice.

Contents:

Plan for your portfolio entries
Timelines: Creating One of Your Own
Revisiting, Revising, & Reflecting
Complete the Cover Sheets for Portfolio Entry #4: Putting it All Together
Pack up your final project
Reflect in teaching journal
Destination Celebration

Course Requirements:

Participate in all learning community activities.
Complete all reading assignments. Keep a teaching journal, reflecting upon the major ideas in the assigned readings and the application of those ideas in your school and classroom. You will photocopy (or print out) a minimum of five entries 200 - 300 words in length and turn these in with your final reflection.
Video Entry Lesson Plan: You will prepare yourself for one of the video taping portions of the National Board Portfolio (Portfolio Entry #2 or Portfolio Entry #3) by completing a detailed lesson plan. This lesson plan should meet the requirements of the National Board Certificate you intend to pursue.

Your plan will be typed and it will include:

a description of the lesson
the long term objectives/goals for the class in which this lesson will be taught
the immediate objectives/goals of the lesson
the sequence of instructional activities
a rationale for each instructional activity featured in the lesson
an assessment

Complete the Project. Your final project for the course will be Portfolio Entry 4: Documented Accomplishments. Your entry will be scored using a scoring guide adapted from the National Board scoring guide. See the scoring guide summary for complete details.
Write and submit a final reflection

Requirements	Points
Reflections	20
Involvement in Learning Community	20
Five Teaching Journal Entries	20
Lesson Plan for either Video Entry	20
Final Project/Portfolio Entry #4	20
Total	100

Grades
100-93 - A
85-92 - B
77-84 - C

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Books

Barone, Diane, ed. (2002). The National Board Certification Handbook: Support & Stories from Teachers & Candidates. York, ME: Stenhouse.

Darling-Hammond, Linda. (1998). Reshaping Teaching Policy, Preparation, and Practice: Influences of the National Board for Professional Teaching Standards. National Partnership for Excellence and Accountability in Teaching.

Mack-Kirschner, Adrienne. (2003). The Teacher's Guide to National Board Certification: Unpacking the Standards. Portsmouth, NH: Heinemann.

Mack-Kirschner, Adrienne. (2003). The National Board Certification Workbook. Portsmouth, NH: Heinemann.

Steeves, Kathleen Anderson, and Barbara Cole Browne. (2000). Preparing Teachers for National Board Certification: A Facilitators Guide. New York, NY: Guilford Publications.

Periodicals

Bean, K. (1995). "Professional growth through the certification process." Voices From the Middle, 2 (4), 37-39).

Berube, M.R. (1996). "The politics of national standards." The Clearing House, 69 (3), 151-153.

Blau, S. (1995). "What? So what? Now what? Reflections on the NBPTS certification program." Voices From the Middle, 2 (4), 15-20.

Cascio, C. (1995). "National board for professional teaching standards: Changing teaching through teachers." The Clearing House, 68 (4), 211-213.

Chittenden, E. & Jones, J. (1997). "An observational study of national board candidates as they progress through the certification process." Princeton, NJ: Educational Testing Service. (Eric Document Reproduction Service No. ED 412 257).

Close, E. (1995). "A teacher's questions." Voices From the Middle, 2 (4), 40-41.

Corcoran, T.B. (1995). "Helping teachers teach well: Transforming professional Development" CPRE Policy Briefs: Reporting on issues and research in education policy. (Eric Document Reproduction Service No. ED 388 619).

Crocker, L. (1997). "Assessing content representativeness of performance assessment exercises." Applied Measurement in Education, 10 (1), 83-95.

Darling-Hammond, L. (1994). "Standards for teachers." 34th Charles W. Hunt memorial lecture. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education. (Eric Document Reproduction Service No. ED 378 176).

Gitmore, D. H. (1997). "Challenges for scoring performance assessments in the NBPTS system." Paper presented at the Annual meeting of the American Educational Research Association. (Eric Document Reproduction Service No. ED 411 301).

Hletko, J. D. (1995). "Reflections on NBPTS." Voices From the Middle, 2 (4), 33-36.

King, B. (1991). "Teachers" views on performance-based assessments. Teacher Education Quarterly, 18 (3), 109-119.

Leinhardt, G. (1990). "Capturing craft knowledge in teaching." Educational Researcher, 19 (2), 18-25.

Marshall, J. (1995). "A place to start: Three reasons to participate in the NBPTS project." Voices From the Middle, 2 (4), 11-14.

McDonald-O'Brien, P. (1995). "Some questions about national board certification." Voices From the Middle, 2 (4), 42-44.

Myers, M. (1995). "Dear NBPTS: Do we need another testing company?" Voices From the Middle, 2 (4), 48-56.

Steiner, J. N. (1995). "National board for professional teaching standards: Issues and concerns." Voices From the Middle, 2 (4), 5-6.

Tocci, C. (1997). "Professional development materials in the context of professional certification: Lessons from the field." (Eric Document Reproduction Service No. ED 412 257).

Tracz.S, Sienty S., Todorov, K., Snyder, J., Takashima, B., Pensabene, R., Olsen, B., Pauls, L., & Sork, J. (1995). "Improvement in teaching skills: perspectives from national board for professional teaching standards field test network candidates." (Eric Document Reproduction Service No. ED 390 827).

Websites

Abdal-Haqq, I. (1995). "Professional standards development: Teacher involvement." [On-line]. Available: http://www.ed.gov/databases/ERIC_Digests/ed383693.htm

Baratz-Snowden, J. (1992). "National board for professional teaching standards - Update." [On-line]. Available: http://www.ed.gov/databases/ERIC_Digests/ed351336.htm

Dilworth, M.E.& Imig, D. G. (1995). "Professional teacher development and the reform agenda." [On-line]. Available: http://www.ed.gov/databases/ERIC_Digests/ed383694

Module 1: Introduction and Overview

National Board for Professional Teaching Standards. (2003). About NBPTS. [On-line]. Available: http://www.nbpts.org/about/index.cfm

National Board for Professional Teaching Standards. (2003). About NBPTS: Board of Directors. [On-line]. Available: http://www.nbpts.org/about/dir.cfm

National Board for Professional Teaching Standards. (2003). Professional Certification: NBOTS vs. ABCTE. [On-line]. Available: http://www.weac.org/Resource/2002-03/abcte.htm

National Board for Professional Teaching Standards. (2003). Educational Reform: Why America Needs NBCTs. [On-line]. Available: http://www.nbpts.org/edreform/why.cfm

National Commission on Excellence in Education. (April 1983). A Nation at Risk: The Imperative for Educational Reform. [On-line] Available: http://www.ed.gov/pubs/NatAtRisk/index.html

Shulman, J.. (2003, April). "From Practice to Theory and Back Again: Cases and Portfolios as Instruments for Professional Development." Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. [On-line]. Available: http://www.wested.org/nbnetwork/resources/aera_2003_shulman.doc

Stedman, Lawrence. (January 1996). "The Achievement Crisis is Real: A Review of the Manufactured Crisis." Educational Policy Analysis, (4) 1 [On-line] Available: http://epaa.asu.edu/epaa/v4n1.html

Module 2: What Should Teachers Know and Be Able to Do...The Five Core Propositions

National Board for Professional Teaching Standards. (2003). "Proposition #1: Teachers are Committed to Students and Their Learning." Five Core Propositions. [On-line]. Available: http://www.nbpts.org/about/coreprops.cfm#prop1>.

_____. (2003). "Proposition #2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students." Five Core Propositions. [On-line]. Available: http://www.nbpts.org/about/coreprops.cfm#prop2

_____. (2003). "Proposition #3: Teachers are Responsible for Managing and Monitoring Student Learning." Five Core Propositions. [On-line]. Available: http://www.nbpts.org/about/coreprops.cfm#prop3

_____. (2003). "Proposition #4: Teachers Think Systematically About Their Practice and Learn from Experience."; Five Core Propositions. [On-line]. Available: http://www.nbpts.org/about/coreprops.cfm#prop4

_____. (2003). "Proposition #5: Teachers are Members of Learning Communities." Five Core Propositions. [On-line]. Available: http://www.nbpts.org/about/coreprops.cfm#prop5

_____. (2003). "Conclusion." Five Core Propositions. [On-line]. Available: http://www.nbpts.org/about/coreprops.cfm#concl

"Pedagogy." from In Time: Integrating New Technologies into Methods of Education. [On-line] Available: http://www.intime.uni.edu/model/teacher/pedagogySummary.html

Module 3: Assessment or Evaluation: What's the Difference?

Dietel, R. J., J. L. Herman, and R. A. Knuth. "What Does Research Say About Assessment?" (1991). North Central Regional Educational Laboratory. [On-line]. Available: http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm

Kizlik, Bob. (May 2003). "Measurement, Assessment, and Evaluation in Education." [On-line]. Available: http://www.adprima.com/measurement.htm

Porter, Andrew. (1995). "Critical Issue: Integrating Assessment and Instruction in Ways That Support Learning" [On-line] Available: http://www.ncrel.org/sdrs/areas/issues/methods/assment/as500.htm

The Trustees of Indiana University. (2001). "Collecting Student Feedback." Campus Instructional Consulting. [On-line]. Available: http://www.iub.edu/~teaching/feedback.html Module 4: The Standards: 1-6 Where to Begin

Education World. (1996-2003). "Education World State and National Standards" [Online] Available: http://www.education-world.com/standards/

Florida Department of Education. (2003). "Sunshine State Standards" [Online] Available: http://www.firn.edu/doe/curric/prek12/frame2.htm

The National Council of Teachers of English. (1998-2003). "NCTE-Standards" [Online] Available: http://www.ncte.org/about/over/standards

Module 5: The Standards: 7-12+ Journeys and Destinations

The National Board for Professional Teaching Standards. (2003)."Certificate Knowledge Center" [Online] Available: http://www.nbpts.org/candidates/ckc.cfm

The National Board for Professional Teaching Standards. (2003). "Why is National Board Certification Important? What Difference Does it Make?" [Online] Available: http://www.nbpts.org/pdf/why_important.pdf

Module 6: Don't Panic It's Just a Portfolio

The National Board Resource Center at Stanford University. (2001). "NBRC: Getting Started" [Online] Available: http://nbrc.stanford.edu/support/candidate/startpage.html

The National Board for Professional Teaching Standards. (2003). "Certificate Knowledge Center" [Online] Available: http://www.nbpts.org/candidates/ckc.cfm

Module 7: Whole Class Video Taping

The National Board Resource Center at Stanford University. (2001). "Classroom Video Taping Resources" [Online] Available: http://nbrc.stanford.edu/support/candidate/vidpage.html

Module 8: Small Group Video Taping

The National Board Resource Center at Stanford University. (2001). "Video Tape Analysis." [Online] Available: http://nbrc.stanford.edu/support/candidate/vidform.pdf

Module 9: Write Away!

The National Board for Professional Teaching Standards. (2003). "The Power of Reflection." [Online] Available: http://www.nbpts.org/pdf/power_of_reflection.pdf

Western Region Education Service Alliance. "Writing Your Commentaries: Points to Consider." [Online] Available: http://www.wresa.org/Nbpts/Writing%20your%20Commentaries.htm

Module 10: What Have You Learned? Beyond the Board

Education World. (1996-2003). "National Board Certification: Tips From Teachers Who Have Done It." [Online] Available: http://www.educationworld.com/a_curr/curr290.shtml

Rensel, Sheree. (February 2003). "National Board Certification: Assessment Center! A Few Tips for Success." [Online] Available: http://www.wizzlewolf.com/ac.html

The National Board for Professional Teaching Standards. (2003). "Certificate Knowledge Center" [Online] Available: http://www.nbpts.org/candidates/ckc.cfm

Rosenberg, Galen. (2001-2003). "National Board Certification Should Value Good Teachers not a Mystical Elite." Faculty Shack. [Online] Available: http://www.facultyshack.com/article.php3?idnum=100

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.