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A Look at Renewal. Understanding the Renewal 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 Propositions. - PowerPoint PPT Presentation
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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 2Component 2
Component 2 consists of 4 pages of Written Commentary and a 10-minute Video
WrittenCommentary
Video
Component 2Component 2
• 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
ReflectionReflection
• 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.
Component 2Component 2
• 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:
Component 3Component 3
• What are some possibilities?
• And to which PGE is your possibility connected?
Component 3
ReflectionReflection
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
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