Promoting equity and diversity in the classroom need not be a challenge and is something all children deserve.

• Use a variety of teaching methods to reach all modalities-- auditory, visual, and kinesthetic.
• Use a variety of assessment strategies to meet the testing needs of all students
• Use adaptive equipment and strategies as needed to meet all learner needs (large print, visuals, ect...)
• Set clear rules in regard to treating others fairly and equitably.
• Encourage students to take on roles (that showcases their strengths) in heterogeneous cooperative groups.
• Build a classroom community grounded in the principles of a democracy.
• Avoid stereotypes and support gender neutrality in examples and resources.
• Actively support multiculturalism in your lessons and the resources you use.
• Ensure all students have equitable access to opportunities, resources, and participation that encourage growth and success.
• Plan lessons that reflect the diversity of students in your classroom.

...

To many of my readers the idea of a parking lot is not a new strategy.  I’m sharing this idea with you as a professional organizational tool more than a classroom pedagogical tool for the sake of this blog entry.  There is so much information that must flow from your brain to paper to complete the PPG Renewal portfolio for NBPTS.  This visual will be an asset for you to “park” your thoughts, ideas, and reflect daily.  It covers all the areas that most candidates feel overwhelmed in throughout the process.  Let’s unpack this document to see how it could help you.

1. Questions – Each time you have a question about anything related to the process, park it in the upper left quadrant until you can get to your renewal coach or into your support groups/cohorts.
2. Like – Each time you “like” an idea that you believe fits within your story or choice of videotaped lesson/s, post the link in the upper right-hand quadrant...

Here my friend is the 24-million-dollar question that almost every NBPTS candidate asks themselves at one point or another during the portfolio process! The questions seem vague and repetitive it first glance.  Then you realize what it truly is they want you to do.  NBPTS wants you to unpack the question to fit your situation.  We are all different.  Our student population is not the same, and our professional experiences are unique to the communities we serve.  Therefore, you must tackle the written commentary portion of NBPTS with the lens of a doctor.  Let’s look at any example of how this would look.

First questions in a written commentary set are descriptive in nature.  THINK & WRITE DESCRIPTIVELY!

The doctor asks: “Describe to me your symptoms and what you have done so far to solve this health problem.” 

The teacher asks: “What is/or has been my current teaching/learning situation and what do my learners look...

In this post I will be discussing the third and final writing style that will prove your ability to reflect on your teaching and students’ learning in a deep and meaningful way.  This writing style will show convincing evidence to prove your ability to significantly impact student learning through your practice. 

In Components 2 and 3, plus the reflection, reflective writing is used as a “thought process” that must be engaged in after each teaching or growth experience.   Through your reflection, you will determine how you would approach similar situations in the future and what changes you would likely make to improve the experience for your learners. This reflective writing is extremely important for the assessor to understand how you will use what you have learned from your lessons and PGEs to inform and improve your teaching in the future.

I know what you are saying now, how do I know the difference in whether the NBPTS wants me to write...

In this post I will be discussing the second and most important writing style necessary for producing a portfolio that shows convincing evidence toward meeting the rubric bullets. 

In Component 1 analytical writing is used in the PPG to “dissect the scene” for each PGE.   In addition, you will use analytical writing to demonstrate, with evidence, that your learning experiences (and goals) are appropriate in both Component 2 and 3. Your analytical writing will showcase what your students’ performance suggests about your teaching. Through your analysis, you will clarify why you made the decisions you made and why you interpret student growth or lack of growth (with the support of evidence) relative to your choices in the lesson. This analytical writing is extremely important for the assessor to understand the why, in what ways, and how questions related to each PGE. You are using the evidence of learner work to explain and illustrate your practice...

Webster’s Definition of Milestone…

an action or event marking a significant change or stage in development

          -Babies reach milestones.

          -Toddlers reach milestones.

          -Adolescents reach milestones.

          -Teenagers reach milestones.

          -And… TEACHERS reach milestones, as well!

Well, if you are going through the NBPTS MOCs, you better be showcasing some milestones.  You see, this is what the PPG (renewal portfolio) is really founded on – Milestones (significant changes).

Where do they go in the PPG?

So, what should they look like?

How do you know if you have any to write about?

Let’s dive deeper in each of these questions.

1. Where do they go in the Profile of Professional Growth for NBPTS MOC?...

NBPTS Standards – What are they and why do they matter?

The National Board for Professional Teaching Standards first published “What Teachers Should Know and Be Able to Do” in 1989.  They later updated the document in 2016.  This list of five core propositions is the backbone for which the NBPTS teaching standards were then written and later revised by practicing “master” teachers at work in their classrooms. The NBPTS Standards now drive the instruction of over 122,000 NBCTs nationwide in 25 certificate areas.

During the NBPTS initial portfolio, teachers become intimately aware of these national teaching standards and begin to mold them into part of their muscle memory.  This ensures they become reflective in their practice and consistently showcase teaching that encourages a deep understanding of their students, while also planning for a presentation of rigorous content knowledge.  These standards drive NBCTs to use data and...

Unlike the initial certification process for National Boards, the renewal process allows for only a few pages of written commentary, which requires extreme control on the part of the writer to use his/her words wisely.  Therefore, it is important to understand the types of writing needed and when to use them. 

In this post I will be discussing the first and maybe most important writing style necessary for producing a portfolio that is clear and concise. 

Descriptive writing is used in the PPG to “set the scene” for each PGE in Component One.  In fact, most of Component One’s 12-page written commentary will be descriptive writing.  In addition, you will use descriptive writing to set the stage for your learning experiences in both Component Two and Three. You will need to logically order a detailed description of your instructional choices and situation.  This description is extremely important for the assessor to understand the what,...

The National Board for Professional Teaching Standards has seven clear and concise rubric points that should be followed from the beginning to the end of the PPG process.  As a teacher coach, my style is to help teachers begin with the end in mind.  Therefore, I think it is important for you to understand that this is the end.  These rubric points are what your entire portfolio submission is graded on.  Your job is to provide clear, concise, and convincing evidence to meet these through your planning, writing, video lessons, and/or learner samples.  So how do you get you started?  

First things first, look at the VERBS to determine what NBPTS wants you to DO:

1. Identify and address significant needs of students, the professional community, parents, and/or self 
2. Have acquired and/or deepened current certificate-specific content knowledge and/or pedagogical practice and have demonstrated it in your classroom practice 
3. Have acquired...

There are so many types of needs but in the classroom the ones that matter are:

• Your own professional needs
• Your students’ needs
• Parents’ needs
• Colleagues’ needs
• Community needs

Through your PPG renewal portfolio, you need to first define your professional growth experiences but second connect the needs you met to that PGE.

 It is important to remember that multiple needs will be addressed in strong professional growth experiences.  I have taken the time to outline some pretty common needs teachers connect to their PGEs.

 NEEDS EXAMPLES:

For a deeper understanding and more specific examples, you may want to join my RENEW LIKE A PRO digital course that will soon be released.

You are never alone on this journey and I have a feeling you are preparing right now to… GO GROW BIG MY FRIEND!