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What is Comp 4?

Covers standards:

I- understanding students

III- curriculum and instruction

IV- Assessment

VI- Family and Community Partnerships

VII-Advancing Professionalism

VIII- Diversity, Fairness, Equity, and Ethics

IX- Refelction

Gathering knowledge and how you apply it

You will be asked to describe, demonstrate, analyze, and reflect- VERBS are important

”Provides you with the opportunity to highlight your abilities as an effective and reflective practitioner in developing and applying your knowledge of your students”

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What is Comp 4?

Part 1- Knowledge of students?

Part 2- Assessment

Part 3- Professional need

Part 4- Student need

Overarching theme- Reflection

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Part 1- Knowledge of Students

What you submit:

2 pages on the Group information and profile form- they provide

2 pages of evidence

Use one group of students (One entire class, may not combine, one rostered class, 51% in the age range you are certifying in). Could be different for educators who pull students and have small groups. Look at instructions. Ex. Exceptional needs specialists

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Part 1 Knowledge of Students�Evidence (2 pages)

Page 1- Chart (recommended) must have at least 2

What	How	From Whom
Progress charting Email records Assessment Data Observational data Surveys Interviews	Conferences Interviews Observations Send surveys out Phone calls Discussions Emails

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Part 1- Knowledge of Students�Evidence (2pgs). �

What?	How?	From Whom?
Progress charting Email records Assessment Data Observational data Surveys Interviews	Conferences Interviews Observations Send surveys out Phone calls Discussions Emails	Families/Caregivers Other teachers/Coaches Social workers Nurses Students Counselors Test Data

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Part 1- Knowledge of Students�Spreadsheet- color code your sources

Yellow - last year’s data

Blue - this year’s data/ benchmark

Green - self-collected, observations

Pink - collected from other school employees �(coach, librarian…)

Purple - gathered from family/ guardians

Orange - from community (Girl Scouts, piano teacher, �travel ball coach…)

Red - gathered from the student

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Part 1- Knowledge of Students�Evidence- page 2- Examples (recommended)

PART OF A SURVEY

EMAILS

PHOTOS

LOGS

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Part 1- Knowledge of Students�Group Information and Profile Form (2 pages)�

Describe the information about the group of students you collected from multiple sources and how you collected it?

Translation: What did �you collect, and how/ from whom did you collect it? A numbered, bulleted, or narrated list will suffice. “I collected ___ from ___ in a parent conference.”

Describe the group of students you selected to feature in this portfolio entry based on the information you gathered.

Translation: Referencing the info you just listed above, what do you know about this group of students? What are the patterns, trends, outliers you discovered, using the info from above?

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Part 2- Assessments�15 pages total

Make assessments and use data from same group of students you collected information on.
Make appropriate assessments. READ STANDARD ON THIS
One unit- Formative, Summative, Self Assessment
Can be teacher created or premade****
What you submit

Instructional context form they provide (1p)

FA Form they provide (2p), actual FA (2p), Data from FA (2p), Examples of 3 Self Assessments (3p)

SA Form they provide (1p), actual SA (2p), Data from SA (2p)

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Part 2- Assessment�Context Form (1p)

Describe Unit- Whole Unit you are covering. Short sentence

Describe the unit objectives- from your lesson plans, ALEX, pacing guide. Can be bulleted.

Describe why the selected assessments are appropriate for the students and the unit objectives. ALL 3 TYPES

Based on ALL THE KNOWLEDGE we have gathered about our students, we will create a unit of instruction.

It should be obvious that it’s needed, based on your data.

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Part 2- Assessments�Formative Assessment (9 pages total)

First- FA Form they Provide- (2 pages)

Describe the assessment, including the purpose and appropriate use of assessment, student population for whom the assessment is intended, how the assessment was developed, how it was administered, how the results were scored/evaluated, and how the results are intended to be used?
Provide context for the examples of student self-assessments (done in two ways)

Talk about the students you chose, why, who are they, why did you give them this Self Assessment, what will the scorer be looking at when they see the example.
Or
Speak on the example more. What is it, why, how did you deliver it, when did students do it, why?

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Part 2- Assessments�Formative Assessment (9 pgs. total).

Second- Actual FA (2 pgs.)

Teacher made or premade***, can be longer, just show part, could show two students same or different pieces. Do not recommend a pretest.
Common question- Should this be blank or filled out? Answer- Which shows more evidence?

Third- Data from FA (2 pgs. )

Charts, graphs, pictures
Must be from entire class
***Remember a FA is not graded, but how will you assess it?

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Part 2- Assessments�Formative Assessments (9 pages total)

Fourth- Self- Assessments- (3 pgs. )

Can be 3 of the same or 3 different, should come after you have taught something- not at the end of a unit.
***I tell many people- Think of this as a checkpoint the students do so that they know what to expect on the Final test. They should not have any surprises***�
Rubrics, checklist, transcript of conversation between student and student or student and teacher, thumbs up thumbs down, emojis

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Part 2- Assessments�Summative Assessments �(5 pages total)

First- SA form they provide (1 pg.)

Describe the assessment, including the purpose and appropriate use of assessment, student population for whom the assessment is intended, how the assessment was developed, how it was administered and scored, and how the scores are intended to be used.

Second- Actual SA (2pages)

Teacher made or premade***, can be longer, just show part, could show two students same or different pieces. Could be project based, actual test, model. Anything you deem an appropriate SA.
Common question- Should this be blank or filled out? Answer- Which shows more evidence?

Third- Data from SA (2pgs.)

Charts, numbers, pictures, Etc.
Must be for entire class.

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Part 3- Professional Need�3 pages total

This is something you take on to help yourself and your colleagues.

Does not have to corelate with any of the first two parts. Could be based on something for whole school, your classes, or situation you are currently in.

Examples: technology needs, reading strategies, hands on learning, grading techniques, etc.

Needs to tie into a student need you have found and how bettering yourself betters the students.

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Part 3- Professional Need�Description of Professional Learning Need Form (1pg.)

Describe the evidence you provided of how you met the professional learning need you described above.

Tell them what they will see when they look at the evidence you are providing. Where di you get it from? What did you do to get this?

Describe a need for professional learning by yourself and/or your colleagues that you identified as a result of your knowledge of students (either a particular group or accumulated over time).

What is a need you want to grow in and how do you know it is a need? How will bettering yourself help those students?

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Part 3- Professional Need�Evidence (2pgs.)

Evidence of how you met the professional learning need

Meeting logs, surveys you gave out, participation in PDs (certificates), Book studies, Etc.

Evidence of the impact of your actions on student learning

Charts, graphs, letters from parents or students, letters from peers, etc.

Bottom Line-

Based on data and information gathered about a particular set of students, what professional learning need did you need, how did you pursue it, and how did it impact students?
Ex. Based on the state test scores not matching the grades in a gradebook, needed new ways to grade in my classroom (SBG). I went to PDs, let faculty meetings, did book studies, etc. Showed that at end of year, students' grades were better, standards were mastered, and test scores looked more like the gradebooks.

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Part 4- Student need�3 pages total

You will determine a student need (small group, class, or larger group) that requires advocacy and collaboration. �

Based on what you and other stakeholders see that students need, how you all worked together to solve it and the impact you had.

Could be related to academics, but it could also be advocacy

Must show collaboration! - go outside the box.

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Part 4- Student Need�Description of Student Need Form (1pg).

Describe the evidence you provided of how you collaborated with others to meet the student need you described above.

Describe to the scorer what they will see in your evidence for this need and how you helped to solve it.

Describe a student need (of a specific group of students or a broader population) you identified that required advocacy, collaboration, and/or leadership on your part within a larger learning community (e.g., school, district, community, professional association).

What is a need you know your students have? How did you know?

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Part 4- Student need�Evidence (2 pages).

Evidence of the student need

How do you know this is a student need? Prove it.

Evidence of how you collaborated with others to meet the student need

How did you work with others, (think outside of the school) to help meet this need? Prove it.

Evidence of the impact of the collaboration on those the plan was intended to benefit

How did what you do help the students and support the need? Maybe it didn’t. That is okay. Why not, how could you make it better next year?

3 things- 2 pages
Bottom line

What is a student need you saw in a group of students? How did you get with others to solve it? Did it work? How do you know? If not what needs to come next?
Example- Students had low life experiences, which made them not able to relate to content in class. Took field trips, brought in guest speakers, showed lots of examples. Worked with parents and community members. Showed emails, letters from parents on how this worked. Test scores and classroom grades were better.

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Bookends

At the beginning

Contextual Information Sheet (1page)- Very simple. Only answer what they are asking.
Briefly identify the type of school/program in which you teach and the grade/subject configuration (single grade, departmentalized, interdisciplinary teams, etc.)

Scorer should be able to close eyes and see your school. Short sentences, bullets, brief.

Briefly identify: Grades, Age levels, number of student taught daily, average number of students in each class, courses taught

Quick and to the point

What information about your teaching context do you believe would be important for assessors to know to understand your portfolio entry? Be brief and specific.

Examples- state or district mandates, staff info, schedule of classes, available space, access to technology
Try not to copy and paste from previous forms. Make it as unique as possible.

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Bookends

At the end

Written Commentary- 12 (pages) based on questions they ask. Broken down into parts:

KOS (suggested 2 pages) 4 sections.
Generation and Use of Assessment Data (suggested 5 pages) 7 sections
Participation in learning communities (suggested 2 pages) 2 sections
Reflection (suggested 3 pages) 4 sections

Does not have to your typical writing style, can have numbers, contractions, bullets, shorthand Ex. Students- Ss.
Bold anything you write that comes from the standards. Give their words back to them.
Answer the questions.
Don’t worry about pages at start. Just write. Cut later.

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What you submit

Look at the Component 4 Electronic Submission at a Glance~ Page 16

1 page- Contextual Information Sheet

4 pages for KOS- Form provided and evidence ( 2 each)

15 pages for Assessment- Form they provide (1p), Form they provide (2p), Assessment (2p), Data (2p), Examples (3p), Form they provide (1p), Assessment (2p), Data (2p)

6 pages for Professional and Student needs- Form they provide (1p), evidence (2p), Form they provide (1p), Evidence (2p)

12 pages written commentary

Total= 38 pages of material

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Overall theme- reflection

Do this throughout. Any where you can reflect do it. On forms, in all written commentary portions, anywhere.

Know things do not have to be perfect and they do not always have to work. Just explain why they didn’t, what would you do next time?

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How will you be scored?�4 levels

Level 1- Performance provides little to no evidence

Level 2- Performance provides limited evidence

Level 3- Performance provides clear evidence

Level 4- Performance provides clear, consistent, and convincing evidence

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Reminders/Tips

WRITING TIP! Visit “General Portfolio Instructions” and read all about descriptive, analytical, and reflective writing
GET STUDENT RELEASES SIGNED, YESTERDAY! It’s fraudulent to collect student data, work samples, photos, videos without that signed release.
Starting out? Take the summer and read the standards 3, yes 3, times. USE THESE THROUGHOUT!!!
Be ready to start first day of school. Start early with Comp 4.
Summative Assessment should assess ALL Unit goals.
Use first names of students on everything ( or some initials but never last names)
Show variety in Professional Learning Need and Student Need
Warning against Google Docs
Submissions monitored for Plagiarism against ATLAS and other candidates work.
Make sure to put Candidate number at the top of the page

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Reminders/Tips�5 Core Propositions

1). Teachers are committed to students and their learning.

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

3). Teachers are responsible for managing and monitoring student learning.

4). Teachers think systematically about their practices and learn from experience.

5). Teachers are members of learning communities.

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General Quesitons

Amber Emerson

256-577-1326

aemerson@tusc.k12.al.us

Remember, only 3% of all teachers are NBCTs. Does your Component look like the 97% of other classrooms across the US or is it NBCT worthy?

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