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Component 3

Plannin

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Our Agenda

Reviewing Component 3 Structure
Unpacking the Scoring Rubrics
Writing about Planning
Learning Environment
Understanding Equity Standards
Thinking about Student Engagement

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Structure of Component 3

Introduction to Entry Form

For each video (10-15 minutes each)

Instructional Context Sheet
Instructional Planning Form

Instructional Planning Paper (2 pages per video)
Instructional Materials (up to 3 per video)

Written Commentary (4 pages per video)

Visual at https://bit.ly/C3Graphic

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Video Requirements

Different Instructional Formats

Different Instructional Units

Different Instructional Strategies

Generalists - each video features a different content area: Math, Science, or Social Studies

Rules to Remember

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Unpacking Rubrics

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Read the scoring rubric for your certificate specific instructions

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Comparing Rubrics Activity

Print out your Level 2 and 3 Rubric for your Component 3. Lay them side-by-side so you can move across each bullet and compare.
Start at the first bullet in Level 2 and underline the words that are different from the first bullet in Level 3. Highlight the words that are added in Level 3.
Repeat for each bullet.
Write a list of the key features that determine a Level 3 from a Level 2. Most candidates who don't certify initially score twos and miss by a few points. So it is critical that you understand the difference between a 3 and a 2.
Write up a list of what is needed to score a 3. If you have time, look at Level 4 and add anything additional. Incorporate these into your Standard Organizer. Look for those topics in your component questions.

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Component 3

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Make Connections to 5 Core Propositions

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Planning

Choose lessons that will showcase:

Your instructional planning

Student engagement

Learning Environment

Planning Considerations - https://bit.ly/PlanningC3

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Learning Environments

▪ Establish a safe, fair, equitable, and challenging environment that promotes active student engagement in the activities and substance of concepts relevant to middle childhood curricula.

▪ Create a student-centered learning environment based on trust and mutual respect.

▪ Equip students with skills that support collaboration, such as the ability to ask thoughtful questions and respond respectfully to others’ ideas.

that the teacher has established a safe, fair, equitable, and challenging environment that promotes students’ self-directed learning and active engagement with the teacher and other students in sharing ideas, conversing purposefully, and listening attentively during activities as students explore topics of substance.
that the teacher creates a student-centered learning environment based on trust and mutual respect, facilitates the inquiry process, and equips students with skills that support collaboration, such as the ability to ask thoughtful questions and respond respectfully to others’ ideas.

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Equity

Establish a safe, fair, equitable, and challenging environment that promotes active student engagement in the activities and substance of concepts relevant to middle childhood curricula.

Equality vs. Equity

The difference between equality and equity must be emphasised. Although both promote fairness, equality achieves this through treating everyone the same regardless of need, while equity achieves this through treating people differently depending on need. However, this different treatment may be the key to reaching equality.

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Equity Standards

How do these standards look and sound in your classroom?

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Student Engagement

“In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.”

The Glossary of Education Reform

Are students meaningfully engaged?
How do their interactions demonstrate mastery of lesson objectives?

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Student Engagement

Foster the active engagement of students with the teacher and each other in sharing ideas, conversing purposefully, and listening attentively as they explore significant topics relevant to middle childhood curricula.
Design and implement opportunities for students to engage in self-directed learning and to engage in meaningful expression.
Engage students in learning activities that are authentic, coherent, and connected to the learning goals; and sequence and structure instruction so that students can achieve the goals

How will you describe and analyze this from your video? What will you hear or see that proves this is happening? How do you facilitate this and plan for this engagement to happen?

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Imagine that…..

You have to describe how you know your lesson is engaging to the students you identified in the video to someone in an elevator and you have about 30 seconds to: 1. Keep their attention (keep it short)

2. Prove it with evidence cited from video

What would you say???

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Engagement Ideas

Cooperative Grouping
Partners: Flexible/Strategic Grouping
Direct Instruction
Performance Task (Individual)
Debate
Conferencing
Learning Centers
Socratic Seminar
Scientific Method
Think – Pair – Share

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Quick Reference Guide

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Canvas Courses

https://www.instructure.com/canvas/login/free-for-teacher

Introduction to National Board Certification: You can self-enroll in this course via this link.
Preparing for National Board Certification for Candidates: You can self-enroll in this course via this link.

IMPORTANT NOTE: These courses were not developed by the National Board for Professional Teaching Standards and participation does not guarantee success on Board certification. They are not intended to replace cohort support or coaching.

Nuts and Bolts of National Board Certification

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Customer Support

Have a question?

Submit your question using the National Board web form.
Call 1-800-22TEACH (83224)