Supporting Take One! candidates

Supporting teachers who are completing Take One® entries either as a group within the larger support group or at school sites, requires a somewhat different presentation. Although many of the materials are the same as those used in the support group, the Take One! framework is included separately here.

Session 1: Understanding the National Board’s Architecture of Accomplished Teaching and Its Relationship to the Take One Entry

This session is designed to help candidates learn the National Board’s view of accomplished teaching and to help them understand how the portfolio entry they will produce is designed to reflect that vision.
Session 2: Understanding the Structure of the Entry

This session is designed to help candidates understand what their Take One entry requires them to do and how to begin planning the lessons they will feature in it.
Session 3: Evaluating Teaching Practice Through the Lens of the NB Standards

The focus of this session is understanding how the National Board standards are written and how to identify them in a teacher’s existing practice and incorporate them as new elements in practice.
Session 4: Knowledge of Students and Assessment

In this sessions candidates will learn how the standards dealing with Knowledge of Students and Assessment relate to setting the goals for instruction.
Session 5: Connecting Knowledge of Students, Content Standards, and Goals to the Instructional Design

This session builds on the work done in the previous session. Having set instructional goals linked to relevant standards for making appropriate choices, the candidates will link their selections of instructional strategies and resources to those goals.
Session 6: Finding evidence of the standards in a video

This session is designed to help candidates locate evidence of the National Board standards in practice and be able to pose questions about it as a way to frame constructive conversations about teaching.
Session 7: Writing the National Board Portfolio

During this session candidates will return to the portfolio instructions and the templates they created from them to identify the kinds of writing that are required in response to the entry questions.
Session 8: Evaluating the Portfolio Entry

The emphasis in this session is to enable candidates to assess their own work using the rubrics and guides from the National Board for Professional Teaching Standards. The work this time is to determine where they have demonstrated the required evidence and where they should consider ways to identify and incorporate additional evidence of accomplished practice.
Session 9: A Closer Look at Reflective Practice

During this session candidates will engage in analyses of the reflections on the lessons in their entries paying close attention to the connections they make about the achievements of their students and the evidence of accomplished teaching they have presented.