NBPTS Virtual Crosswalks in Higher Education

Report
NBPTS Virtual Crosswalks
in Higher Education
Presented by
National University
Professional Teaching and Leadership Development Center
NBCT Faculty and Administrators
2011
AhhhhhTechnology—
Our Love/Hate Relationship
NBPTS
TTEACHING
T
National U and NBCTs
Teaching, Coaching, Assessment, Leadership
First Stop: National University
 Non profit, private: online, hybrid,
ground
 CA, Nevada and 31 “satellites”
 Students everywhere
 #1 provider of teaching Credentials in CA
 #1 provider of Master’s Degree to
women and Hispanics
 Home to 120 NBCT Faculty
Goals
 Explore NBPTS/IHE virtual examples
 Encourage purposeful collaborative
partnerships
 Consider “crosswalk opportunities”
 Take away something of value
Outcomes
 Be inspired
 Identify new ways to partner
 Acknowledge and confront virtual
barriers and challenges
 Lean into virtual strategies
 Choose a new NBPTS crosswalk
 Identify a partnership to develop
Why US?
 Online Experience
 Innovative Thinking
 Collaborative Initiatives
 Evidence Based Practices
 NB Options
 NB Faculty
 Pioneers… JUST LIKE YOU!
Let’s explore…
 Context for “Crosswalks and Crossroads”
 Online Delivery and Interaction Demos
> Teaching and Teachers
> Assessment
>Coaching/Mentoring
> Leadership
>Service
 Opportunities
 Action Steps
Stretch
your
thinking….
Teaching,
Learning and
Leadership
STRETCH your
thinking with
us…
Crosswalks AND Crossroads…
The Journey Continues
Crosswalk?
 Ensures safety,
security
 Clear direction
 Fearless
 Confident
 Get from A to B on
your way to Z
Crossroad?
 Less protection
 Less clear
 Risk, uncertainty
 Choice
 Get from A to Z
exploring in-between
What’s an NBCT to Do ?
Degrees
Standards PD
ADMINISTRATION
NBPTS
Partnerships
Policy/Programs
CONSULTANT
Rae
CLASSROOM
UNIVERSITY
Research Based Crosswalks
 NBCTs improve student achievement
 Action research develops inquiry into
practice
 Assessment informs instruction
 Collaboration enhances knowledge and
professionalism
 Professional communities support
continuous learning and improvement.
Research: The National Board for Professional
Teaching Standards has designed standards, resources
and processes that shape highly effective teachers and
leaders who model and engage in practices that
provide evidence of impact on P-12 learning.
NBCTs impact student achievement through effective
instruction as measured against NB standards and
student work data.
NBCT IMPACT…Partner UP!
IHE
Teacher
Education
Schools
Districts
High School
Students
County and
State
Departments
Community
NBCT
Network
Associations
Organizations
Congruence, Coherence and Improvement
Teacher Educator
Organizations
Teacher
Organizations
NBPTS
Core Props,
Architecture
Standards
(tools,
processes,
research)
State and Local Policy Makers
Specialized
Professional
Associations
 NU-PTDC Mission:
 The National University Professional Teaching and
Leadership Development Center(NU-PTDC) believes that
National Board Certified Teachers (NBCTs) represent
accomplished educators who are role models of
excellence in teaching, learning and leadership. This
excellence occurs through continuous learning and
collaboration. Performance assessment and evidence is
driven by the National Board for Professional Teaching
Standards (NBPTS). Our work and service will promote
and support this purposeful alignment in philosophy and
efforts so that improved professional performance
levels will significantly increase student achievement
and well being.
NBCTs drive excellence in our profession
Recruitment
Preparation
Development
AAT
NB Props/Cert Standards
Evaluation
Leadership
Processes:
Inquiry/Evidence
Driven
Service
Certification
vs.
NBCT Certification Process
• Standards Based Performance
Assessment
• Portfolio of written responses
to four exercises
• Assessment Center test- six,
short, on- demand subject
exercises.
• Score Reports
• Fees
• Pass or retake
Teaching and Learning
NBPTS PD “tools”
• Core Propositions
• Certificate Standards (25)
• Architecture of Accomplished
Teaching
• NBCT models
• Inquiry and Prompts
• Evidence driven focus on
student learning (assessment)
• TAKE ONE! option
• Free, online access
Designed and authored by R. Adams,2010
Online Teaching
Master of Science Instructional
Leadership/NBC
Masters in
Collaborative
Leadership/NBC
T
Master of
Arts/NBC
NB standards, inquiry,
evidence based, portfolio
prompts, weekly assignments,
action research
Master’s
Degrees
NBCT Faculty: diverse
leadership, locations; CSP
and advanced online
training; serve NB
candidates online in eCoach
community
Online Programs
FIVE NBCT
3 Master’s
Courses;
Degrees
one
month, ECollege
Take One!
Graduate Certificate Graduate or
platform
CEU credit
Continuing
Education
Certificate
Preservice Undergrad Programs
 Courses aligned with NB Core
Propositions)
 Interns/Student teachers in two courses
required to collaborate with NBCT for
Lesson Plan Interaction (Online)
 Introduce High School students to Core
Propositions and NBCTs
Professional Standards Based Practice
National Board for
Professional
Teaching Standards
State Professional
Standards,
TPAs/PACT
NBCT
CORE
25 subject fields
State licensure exams
and
PROPOSITIONS
“One size”
1-5 developmental age
ranges:
state licensure
standards
fits ALL teachers in
EACH State
“Many sizes” of
advanced standards
fit EACH teacher in
America.
Innovate:
Expand access to NBCT role models
and partners to apply core
propositions and standards in
coursework, clinical practice and
support through advanced
certification (for teachers and
principals).
Online Coaching
 Professional Teaching Development Center
 Website Link http://myecoach.com/project.php?id=15210
 Partners
 Cohorts of students and candidates
 Future Teachers
 Take One Outreach and support ( Splash)
* Principal NB Prep
Our Virtual Community Resources
Online Assessment
 ILOs, PLOs, CLOs:
Annual review and 5-year review of
DATA
 Conceptual Framework and NBPTS
 Student work (capstone portfolio)
 NCATE, WASC signature assessments
 Faculty evaluations (Core props)
National University, School of Education:
Assessment System & Conceptual Framework (CF)
The system…
Ron Germaine, Jo Birdsell, Dee Fabry
Components of the CF form STARS …
Each is nurtured within a learning
Identifies
Beliefs, Values ,
Mission,
Conceptual
Framework
Aligns and Maps
Learning
Outcomes
community through
Scholarship in knowledge, theory, and
practice
Teamwork with P-12 schools, other
professionals, and the community
Active Reflection for continuous
Improvement in order to meet the
needs of all learners
Responsible citizenship,
understanding ethical practice,
of and ability to work with
diversity in its many forms
Standards of exemplary
Uses data to
Measures at
Inform
Decisions &
Actions
Transition Points
Using Valid
Instruments
Uses multiple
measures and
action research
practice for professional
educators
Our assessment system
is dynamic, ongoing
embedded in practice,
informs institutional-wide decisions.
Accomplished Teachers and NB Faculty are…
1
Know the subjects
they teach and how
to teach them to
students
Committed to
students and their
learning
Responsible for
managing and
monitoring
student learning
3
NBCT Core
Propositions
Members of
Learning
Communities
4
5
2
Think
systematically
about their
practice and learn
from experience
Alignments in Core Props and CF
(1) Scholarship
NU candidates and NB faculty command a rich
understanding of subject matter and specialized
knowledge of how to convey and reveal subject matter
to diverse learners and audiences. They are adept at
developing the problem solving, critical and analytical
capacities of learners through research, collaboration
and contributions in their fields.
Their SCHOLARSHIP results in evidence of achievement
gains for P-12 learners. (C0re 2)
CF and Core Prop alingment
(2)Teamwork
NU candidates and NB faculty contribute to the
effectiveness of the university and P- 12 schools by
collaborating on instructional policy, curriculum
development, and staff development with each other,
families and community members, and educational
stakeholders. They are knowledgeable about
allocation of school resources in light of
understanding state and local educational objectives.
TEAMWORK results in achievement gains for P-12
learners. (Core 5)
Leadership
 NBCT Faculty
 Partners
 Associations
 Principal Certification Preparation
 Future Teacher Liaisons
Service
 Online collaboration with aspiring
teachers
 Online support for active NB candidates
 Online contributions in a Learning
Community (resources, coaching,
outreach, professional development)
Lessons Learned and Learning






Shape your vision and mission first
Start from place of strength (network)
Inventory: needs, knowledge, resources
Think systemically—look to the future
Do your research—know partners and agendas
Separate CERTIFICATION from NBPTS standards,
resources, processes
 NBCT practitioners in the field are the experts- utilize
them
 Service over self leads to excellence and expansion
 Take risks to reflect relevance















Encroaching challenges
Competition for the market share
Economic uncertainty
Global interdependence and competition
Drop out rates; poverty; inequity, high needs
Research and Commission reports
Privatization
Political landscape
Technological influence
Generation Y learners
Shortage in some regions and subjects
Higher expectations to perform with excellence
Teacher and principal evaluation reforms; pay for performance
Alternative routes to teaching
Value added concerns
Evidence of P-12 learning in evaluation systems
How can we increase “readiness” for teaches and
principals to excel sooner than later in their career?
How do we build a coherent journey from preservice to National Board Certification and beyond?
How do we inspire and support future educators to
engage in rigorous preparation that will distinguish
their knowledge, abilities, dispositions and aptitude
to lead the profession forward?
Look for Opportunity
Lean INTO the possibilities…
 University Collaboration: shared online
programs and degrees
 Expand satellite services and international
outreach
 Migrate to more sophisticated platforms
 Shape and offer alternative path to Initial
License to Teach with evidence of taking a
“Distinguished Preparation Journey” (NB
based)
 ?????
“Distinguished” Preparation for
Initial License to Teach
 Online interaction with NBCTs prior to enrollment into
credential/clinical coursework (FEA/NEA chapters)
 Introduction to NBPTS prior to enrollment
 Core Propositions and NB Certificate Standards integrated
into course assignments, before and during field work
 Online NB coach ( subject specific)
 TPAs/Take ONE/NBCT Continuum of Assessments
Presented
 Online NBCT Mentor through and beyond year 5
 NBCT is long term target goal
 Initial “Distinguished” License to Teach in ALL states is the
vision
NU-PTDC Recommendation:
 Shape action plans that include National Board
Certified Teachers (NBCTs) and Principals, tools,
processes and/or structures, in pre-service
programs and in collaboration with local school
districts who want to recruit, prepare, develop
and to retain highly effective and accomplished
teachers and leaders who measurably increase
student learning and achievement.
Where is your
NEXT NBPTS
Crosswalk???
Next steps?
1. Request NU Virtual Community invitation
2. Consider new ways to integrate NB tools
and approaches into your programs
3. Access NU-PTDC for survey and materials
858-642-8352 [email protected]
4. Shape extraordinary knowledge, skills
and dispositions of highly effective,
accomplished teachers and leaders!

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