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NBPTS Virtual Crosswalks in Higher Education Presented by National University Professional Teaching and Leadership Development Center NBCT Faculty and Administrators 2011

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AhhhhhTechnology Our Love/Hate Relationship

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Teaching, Coaching, Assessment, Leadership TTEACHING T NBPTS National U and NBCTs

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Non profit, private: online, hybrid, ground CA, Nevada and 31 satellites Students everywhere #1 provider of teaching Credentials in CA #1 provider of Masters Degree to women and Hispanics Home to 120 NBCT Faculty First Stop: National University

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Explore NBPTS/IHE virtual examples Encourage purposeful collaborative partnerships Consider crosswalk opportunities Take away something of value Goals

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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 Outcomes

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Online Experience Innovative Thinking Collaborative Initiatives Evidence Based Practices NB Options NB Faculty Pioneers JUST LIKE YOU! Why US?

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Context for Crosswalks and Crossroads Online Delivery and Interaction Demos > Teaching and Teachers > Assessment >Coaching/Mentoring > Leadership >Service Opportunities Action Steps Lets explore

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Stretch your thinking. Teaching, Learning and Leadership STRETCH your thinking with us

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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

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Whats an NBCT to Do ? CLASSROOM Rae UNIVERSITY ADMINISTRATIONCONSULTANT Standards PD Degrees Policy/Programs Partnerships NBPTS

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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 Based Crosswalks

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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.

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NBCT IMPACTPartner UP! IHE Teacher Education CommunityAssociationsOrganizations County and State Departments High School Students Schools Districts NBCT Network

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Congruence, Coherence and Improvement Teacher Educator Organizations Specialized Professional Associations State and Local Policy Makers Teacher Organizations NBPTS Core Props, Architecture Standards (tools, processes, research)

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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.

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Recruitment Preparation Development Evaluation Leadership Service NB Props/Cert Standards AAT Processes: Inquiry/Evidence Driven NBCTs drive excellence in our profession

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Certification vs. Teaching and Learning 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 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

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Masters Degrees Master of Arts/NBC Master of Science Instructional Leadership/NBC Masters in Collaborative Leadership/NBC T Online Teaching NB standards, inquiry, evidence based, portfolio prompts, weekly assignments, action research NBCT Faculty: diverse leadership, locations; CSP and advanced online training; serve NB candidates online in eCoach community

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3 Masters Degrees Continuing Education Certificate Online Programs FIVE NBCT Courses; one month, E- College platform Take One! Graduate or CEU credit Graduate Certificate

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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 Preservice Undergrad Programs

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Professional Standards Based Practice State Professional Standards, TPAs/PACT State licensure exams One size state licensure standards fits ALL teachers in EACH State National Board for Professional Teaching Standards 25 subject fields and developmental age ranges: Many sizes of advanced standards fit EACH teacher in America. NBCT CORE PROPOSITIONS 1-5

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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).

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Professional Teaching Development Center Website Link http://my- ecoach.com/project.php?id=15210http://my- ecoach.com/project.php?id=15210 Partners Cohorts of students and candidates Future Teachers Take One Outreach and support ( Splash) * Principal NB Prep Online Coaching

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Our Virtual Community Resources

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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) Online Assessment

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National University, School of Education: Assessment System & Conceptual Framework (CF) Ron Germaine, Jo Birdsell, Dee Fabry The system Our assessment system is dynamic, ongoing embedded in practice, informs institutional-wide decisions. Components of the CF form STARS Each is nurtured within a learning community through S cholarship in knowledge, theory, and practice T eamwork with P-12 schools, other professionals, and the community A ctive Reflection for continuous Improvement in order to meet the needs of all learners R esponsible citizenship, understanding ethical practice, of and ability to work with diversity in its many forms S tandards of exemplary practice for professional educators

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Accomplished Teachers and NB Faculty are 1 NBCT Core Propositions 2 3 4 5 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 Members of Learning Communities Think systematically about their practice and learn from experience

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Alignments in Core Props and CF 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) (1) Scholarship

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CF and Core Prop alingment 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) (2) Teamwork

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NBCT Faculty Partners Associations Principal Certification Preparation Future Teacher Liaisons Leadership

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Online collaboration with aspiring teachers Online support for active NB candidates Online contributions in a Learning Community (resources, coaching, outreach, professional development) Service

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Shape your vision and mission first Start from place of strength (network) Inventory: needs, knowledge, resources Think systemicallylook to the future Do your researchknow 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 Lessons Learned and Learning

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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

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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 pre- service 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?

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Look for Opportunity

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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) ?????

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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 Distinguished Preparation for Initial License to Teach

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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.

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Partner to Reform for Results Innovation: Use NB to shape alignments, programs, enrollment, partnerships and professional learning communities aimed to meet the needs of local school districts and their 21 st century learners. Support: Reshape teacher preparation to result in distinguished levels of performances at each level of development. Offer an alternative route to DISTINCTION for initial licensure candidates. Outcomes: Integrate NB standards, resources and evidence centered approaches to prepare beginning teachers who successfully pass new NATIONAL TPAs (new InTASC model with TPA state consortium) and who seek NB certification by year 5.

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Where is your NEXT NBPTS Crosswalk???

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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 radams@nu.edu 4. Shape extraordinary knowledge, skills and dispositions of highly effective, accomplished teachers and leaders!