Well our third session was all about writing and National Board. Looking at the entry and analyzing the questions we need to think through is critical as we gain an understanding of the process. If you are considering National Board Certification then chances are that you are already a Master Teacher. You are comfortable with your practice and your decision-making process. You are good at managing students and lessons and all of your resources. One of the keys to achieving National Board Certification is the ability to write a written commentary that supports your insructional decisions, knowledge of students, and your evidence of knowledge of the National Board Professional Teaching Standards; and to effectively convey this knoweldge.
What are your thoughts as you consider the types of writing and evidence in your practice in regards to the standards? Did you have a chance to take another entry and really look at it? What you are looking for is the types of questions it is asking; are they descriptive, analytical, or reflective in nature? How does that understanding help you craft your answer?
What are your thoughts as we move to a more indepth discussion of the process of writing and the standards?
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4 comments:
I skimmed the four entries for my portfolio. As I looked at the written response, I noticed that every single entry involves all three of the writing styles: descriptive, analytical, and reflective. It actually says that I need to write a commentary that “describes, analyzes, and reflects on your teaching” processes and instructional choices. Next year when I begin to work on my written commentary, it is imperative that I focus on what the questions are asking and what type of writing style best fits the question.
After completing the exercises we did in our class last Thursday I came to the realization that good writing for a National Board entry will need to include details that specifically describe what the scorer for the entry can not physically see. I need to paint an accurate picture of the activities in my classroom with evidence that addresses each question.
This ah-ha led me to my next step in preparing for this process, being completly familiar with the details of the goals for each entry. I spent several hours this week taking notes on the specific requirements that will require evidence of completion for each focus question for each of the video and written entries. Making these lists and revising them helped me focus on the specific requirements that will help me write a better response for my focus questions.
Maureen
Kristen, that is such a great reflection on the types of questions. Half the battle is knowing how to respond to the questions. Great thinking!
Maureen, Excellent way of analyzing what it is you need to do in the way of the entries. That work prior to your actual candidacy will definately pay off as you embark on your process next year. You will be equipped with the knowledge that you need to describe and explain what you do and how you do it. Further, and most importantly the impact your instructional decisions have on your students and their learning. Thanks for your input!
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