a look at renewal

A Look atRenewal

A Look atRenewal

Understanding theRenewal Process

Understanding theRenewal Process

• Goals are to leave this presentation understanding:

– the details of the Profile of Professional Growth (PPG)

– the evaluation process

– possible avenues you can follow to complete the PPG

We Are Dedicated to Five Core PropositionsWe Are Dedicated to Five Core Propositions

• Teachers are committed to students and their learning.

• Teachers know the subjects they teach and how to teach those subjects to students.

• Teachers are responsible for managing and monitoring student learning.

• Teachers think systematically about their practice and learn from experience.

• Teachers are members of learning communities.

The Assessment Design Consists of Three Components and a

Reflection

The Assessment Design Consists of Three Components and a

Reflection

Component 1

Component 3

Component 2

Reflection

Putting This Design Together Paints a Picture of a Profile of Professional

Growth

Putting This Design Together Paints a Picture of a Profile of Professional

Growth

Component 1Component 1

PGE 1

PGE 2

Each Professional Growth Experience (PGE) consists of 3 pages of Written Commentary and 2 pages of Samples of Products (SOP)

PGE 3

PGE 4

What is a Professional Growth Experience?

Component 1

Professional experiences beyond the classroom

Professional experiences beyond the classroom

• Ongoing and evolving

• Multifaceted

• Varied

Component 1

What are some examples?What are some examples?

• Courses taken that go from application to …?

• Self-study on a topic that leadsto …?

• Individual after-school tutoring that develops into …?

Component 1

What are Samples of Products?

Component 1

Artifacts, documentation, enhancements

Artifacts, documentation, enhancements

• Support the PGE by highlighting activities

• Link to some of the activities within the PGE

• Provide additional information, clarification

Component 1

What are some examplesof SOPs?

What are some examplesof SOPs?

• Certificates: workshops, courses

• Handouts for the classroom or for presentations

• Learner produced work

• Letters, agendas

Component 1

• describe the professional situation

• describe the PGE

• identify the need and tell how the PGE addresses the need

PGE 1

PGE 2

PGE 3

PGE 4

For each PGE a candidate is required to:

Component 1

• There are 3 more prompts

• These other prompts can be addressed anywhere within the four PGEs

• They may be addressed in all four, but that is not necessary

Here?Here?

Here?

Component 1

AND/OR Here?

• What content and/or pedagogical knowledge was acquired and deepened?

• Explain your acquisition and/or use of technology

• Describe your interaction with colleagues, professional groups, parents and/or community members and tell how this has enhanced professional growth

Component 1

Here?Here?

Here?

AND/OR Here?


Component 2 consists of 4 pages of Written Commentary and a 10-minute Video

WrittenCommentary

Video


• Class must be that of original certification

• Can be video recorded in the 8th or 9th year of certification

• Can be segmented

• Date stamped

Component 2

Component 2 PromptsComponent 2 Prompts

• What are the ages of the students in the class?

• To which PGE is this component connected?

• What are the goals for the lesson and what is the connection to the overall learning?

• Why is the instruction important for the students?

• Equity of access and promotion of diversity?

• What is the impact on student learning?

• What is the connection to your certificate specific content knowledge?

Component 2

Component 3Connected to a Different PGE

Component 3Connected to a Different PGE

Component 3 consists of 4 pages of Written Commentary and a 6-minute Video OR 8 pages of Learner Work

WrittenCommentary

Video OR LearnerWork

Component 3 PromptsComponent 3 Prompts

• What are the goals for the featured lesson?

• What is the connection to the broader context of instruction?

• Why is this instruction important for these learners at this time?

• What is the connection to the PGE?

• Where in the evolution of the PGE does this activity fit?

• Cite specific evidence of learning from the video/Learner work.

Component 3

Component 3 VideoComponent 3 Video

• Second classroom video

• A video showing interaction with colleagues (candidates?) or parents

• Video produced by learner

Component 3

Component 3 Hard CopyComponent 3 Hard Copy

• Classroom based assignments

• Scripts of activities

• Documents

• Computer print-outs

Component 3

Learner work:

ReflectionReflection

• 3 pages

• Reflects analysis of Components 1, 2, and 3

Reflection


• How have the Components directly or indirectly impacted student learning?

• Discuss changes, additions, next steps that would enhance your professional growth.

• Which NBPTS Standards have presented the greatest challenge, and what have you done to address them?

• What patterns, themes have emerged that define you as an educator?

Respond to the following prompts:

Reflection

A Look ata Sample PPG:

Rea Zertification

A Look ata Sample PPG:

Rea Zertification

Rea moved into a new school and was shocked at the lack of parent involvement.

Component 1

PGE 1PGE 1

• Went to the principal to discuss ideas.

• Developed a newsletter to parents informing them about classroom activities and asking for input.

• Established a monthly evening activity for parents based on a current topic of study.

• Rea and principal and 2 other teachers established a monthly day session for parents.

• Established after-school tutoring sessions at parent request.

• Since the majority of students come from Hispanic homes, Rea started taking Spanish lessons.

Component 1

PGE 2PGE 2

• Took required 2- day workshop.

• Took additional courses offered at a local college.

• Organized her team of teachers to develop lessons based on computer use. Students interacted with their reading on the computer. They read more and understood more.

• Used the lessons to do a presentationat a faculty meeting.

Rea’s district mandated computer training because it felt that students in all classrooms need teachers as Resources for computer issues.

Component 1

PGE 3PGE 3

• Attended the session and purchased the book.

• Read the book and met with colleagues who were also interested. The group studied the material and planned lessons.

• Lesson went well. Rea took other workshops on various topics from her district.

• Became involved with district professional development office.

Rea learned that a well-known speaker on cooperative learning was coming to the area, and since she felt a bit uncomfortable with small group work, she decided to attend.

Component 1

PGE 4PGE 4

• Went to IRA Conference. Returned with many materials.

• Entered Masters Degree program in Literacy and received her degree.

• Accepted position as curriculum director with focus on updating district curriculum.

• Applied for and was accepted as a full-time professor at a local college.

Rea teaches reading and wanted to enhance her Knowledge.


• A lesson that focuses on Rea working with students working on computers. Connected to PGE?

• A lesson that shows students working in literature circles. Connected to PGE?

• What might be another possibility? And the PGE?

Component 2

The ten-minute lesson could have been:


• What are some possibilities?

• And to which PGE is your possibility connected?

Component 3


Rea’s Reflection

• Impact on Student Learning?

• Next steps?

• Challenging Standards?

• Patterns?

Reflection

• What were the significant needs ?

• What content knowledge was acquired? Deepened?

• What pedagogy was acquired? Deepened?

• What current technology was acquired/applied?

• Who was involved? colleagues, parents, community members?

• Was standards-based instruction applied?

• Did the candidate ensure equity of access and promote diversity?

• Was there meaningful impact on student learning?

Finding EvidenceFinding Evidence

Then this candidate was renewed.

Then this candidate was renewed.

Evaluation Evaluation

EvaluationEvaluation

• All components and reflection are evaluated as one entity.

• Evidence comes from all components and is collected against the scoring criteria which are directly from the rubric.

• Decision is either Renewed or Not Renewed.

• Not Renewed eighth-year candidates receive some feedback focused on the scoring criteria.

• All PPGs are evaluated by two NBCTs in the same content and developmental level.

A trainer reviews all Non Renewed PPGs.

A trainer reviews all Non Renewed PPGs.

What’s in Your PPG?What’s in Your PPG?

Component 1

Component 3

Component 2

Reflection