Teacher CertificationNext Steps……

How certification works within your current practice

Student Growth Criterion 3: Recognizing individual student learning needs and developing

strategies to address those needs. (subgroup of learners)

Pro-Teach Entry 3 -Curriculum, Instruction and Assessment

NBPTS Component 2 -Differentiation in Instruction

Student Growth Criterion 6: Using multiple student data

elements to modify instruction and improve student learning. (whole

class instruction)

Pro-Teach Entry 2- Building a Learning Community

NBPTS Component 3- Teaching Practice and the

Learning Environment

Student Growth Criterion 8: Exhibiting collaborative and

collegial practices focused on improving instructional

practice and student learning. (Inquiry Team)

Pro-Teach Entry 1- Professional Growth and

Contributions

NBPTS Component 4- Effective and Reflective

Practitioner

Two Routes to Certify Pro Teach

• Developed by PESB advisory Board• Uniform and external assessment

for 2nd level of WA state teacher certification

• Replaces the older ProCert model• Evidence-based portfolio- 3 entries• Measures effective teaching

practice• Online assessment• WA educators trained and used to

score portfolios• Good for 5 years (+150 clock hours

to maintain)• About 40 hours to complete• $495

National Board

• Developed by teachers• 3 Evidence based portfolios (1 video)• Content Knowledge Assessment• Measures effective teaching practice• Online portfolio upload can be done

in segments• Computer based assessment at a

testing center• NBPTS trained scorers- scored

multiple times in different scoring centers nationally

• Good for 10 years (no clock hours)• About 200-400 hours to complete• $5000 annual stipend

Certification Timeline

Pro-Teach Portfolio

Three Entries1. Professional Growth and Contributions2. Building a Learning Community3. Curriculum, Instruction and Assessment

These portfolio entries measure 12 criterion within the 3 state teaching standards

ProTeach Standards & Criteria1.The knowledge and skills for effective teaching that ensure student learning by: a. using instructional strategies that make learning meaningful and show positive impact on student learning b. using a variety of assessment strategies and data to monitor and improve instruction c. using appropriate classroom management principles, processes and practices to foster a safe, positive, student-focused learning environment d .designing and/or adapting a challenging curriculum that is based on the diverse needs of each student e. demonstrating cultural sensitivity/competence in teaching and in relationships with students, families and community members f. integrating technology into instruction and assessment g. informing, involving and collaborating with families and community members as partners in each student's educational process, including using information about student achievement and performance

2. The knowledge and skills for professional development by: a. evaluating the effects of his/her teaching through feedback and reflection b. using professional standards and district criteria to assess professional performance and plan and implement appropriate growth activities c. remaining current in subject area(s), theories, practice, research and ethical practice

3. Professional contributions to the improvement of the school, the community and the profession by:a. advocating for curriculum, instruction and learning environments that meet the diverse needs of each studentb. participating collaboratively in school improvement activities and contributing to collegial decision making

Pro Teach and NBPTS

Both routes require candidates to write about their teaching In terms of:

• Descriptive writing (state, list, describe)• Analytic writing- interpretation and examination

of teaching elements supported by data and/or evidence (conclusive, significance, evaluative)

• Reflective writing (what you would have done differently, next steps..)

NBPTS- 5 Core Propositions different standards for each content area

Proposition 1: Teachers are committed to students and their learning. Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students. Proposition 3: Teachers are responsible for managing and monitoring student learning. Proposition 4: Teachers think systematically about their practice and learn from experience. Proposition 5: Teachers are members of learning communities

Four NBPTS Components

1. Content Knowledge Assessment (in a testing center)

2. Differentiation in Instruction portfolio entry3. Teaching Practice and the Learning Environment

portfolio entry (with video of your practice) – currently under development

4. Effective and Reflective Practitioner portfolio entry– currently under development

There are 2 opportunities to re-take a component. Normally this is a 3 year cycle. Because 2 components are still being developed, this cycle will be extended to 5 years to accommodate the last component’s 2 re-take opportunities. For more questions, contact http://boardcertifiedteachers.org/

Cohort Model

Q & A