I wrote this post last year and never posted it because it was mostly just for me. However, I thought that maybe someone might benefit from my thoughts so here it is. For me, without a doubt, the most challenging part of completing all the components for the National Boards was understanding what I needed to do in order to clearly demonstrate that I am an accomplished teacher. The directions and pretty extensive and it’s quite challenging to wrap it all up in your mind in a little package. If you are pursuing this certification, I urge you to spend a ton of time making sure you understand what is expected before you jump in and start anything. Good Luck, Work Hard, and Don’t Procrastinate.

I’ve since received my scores for components 2 and 3 and now I’m waiting for the results on component 4.

My thoughts on what evidence is required for the NBPTS Mathematics AYA components. I’m writing this post the help me organize my thoughts. I’m currently working on component 4.

Component 1 – Take a test to show you know the range of High School Mathematics.

- Evidence: Test Score

Component 2 – Show student work and Explain how you use activities to improve student understanding and learning.

- Evidence:
- Copies of 2 linked Activities from the same unit
- Student Work on the 2 activities

Component 3 – Show classroom discussions and explain how you use student discourse to improve student learning.

- Evidence:
- Video of 2 different class discussions

Component 4 – Show and explain how you use knowledge of students to inform instruction and assessments and collaborate with others to improve student learning and your teaching practice.

- Evidence:
- Information collected about students from multiple sources (At least 2)
- Formative Assessment
- Data From Formative Assessment
- Summative Assessment
- Data From Formative Assessment
- 3 Examples of student use of self-assessments
- Evidence of how you met the professional learning need
- Evidence of the impact of your actions on student learning
- Evidence of the student need
- Evidence of how you collaborated to meet the student need
- Evidence of the impact of your collaboration on those the plan was intended to benefit.

Wow – Component 4 has a ton of evidence you need to submit. When I first started and skimmed the components I thought that component 4 would come together and be the easiest part. I’m not sure I believe that now.

From reading through the NB Component 4 entry explanation a few times, here is what I’ve determined I need to do in general:

USE

Knowledge of Students found from multiple sources (Parents, Community, Teachers, District, Etc.)

TO

Inform Instruction and Assessment

THEN

Reflect on Practice

THEN

Collaborate with Families, Caregivers, Community, Colleagues and Others

TO

Create Improvements that Advance Student Learning and Growth

The following is really only for me so I can go back and look at my thinking… It might only make sense to me.

Let’s say I use graphing linear equations as my thing. First I have had to find that it was an issue from data I collected. I find that students have trouble graphing linear equations from former teachers or a pretest or parents or the students themselves. This informs me that I need to adjust my instruction and assessments to focus on improving each student’s ability to graph linear equations. After reflecting on my practice and student ability, I then collaborate with colleagues to create improvements that advance student learning.

I have students that struggled in Algebra 1 basically retaking it with me.

Data: I have their grades from Algebra 1. I gave them a pretest and found that they do not know how to graph linear equations. I’ve asked the previous teacher what they struggled with??

I know that I need to start at square one with teaching graphing. I see that students are struggling to see the correlation between graphs, tables, and equations.

Based on reading math teacher blogs and using desmos, I find that Desmos has added a card matching option on Desmos. I used that activity in class to get students to match graphs with equations and tables. I also created an activity on Desmos to find the least number of lines that could go through a set of points I plotted on Desmos for a fun activity related to the topic. They had to do it on paper first and this allowed them to then use Desmos to check their equations. It also allowed students that were doing well to spend more time thinking about the challenge of getting the least number of lines and not being bored. – Self Assessment.

Linear Equation Auction…

I know from talking with the math teachers in my district that only 1 or 2 use Desmos and I wanted to share this great tool with them. I was asked to teach Desmos to the teachers in the district at a learning improvement day. Check.

Then I need to show how student learning has increased because of this collaboration PD. I will get results from other teachers about the effects of the PD I shared.

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