candidates may not be able to do this yet so you’ll want to encourage returning candidates to help facilitate this discussion. Language to discuss gather and analyze information student’s strengths and use information to design and implement instruction advance student learning Show slide 35: Have candidates locate their Level 4 Rubric in their content specific instructions. Candidates read through the overview of the Level 4 rubric on their own. Emphasize that each portfolio has specific rubrics to help candidates understand the accomplished teaching they are striving to show in their Component 2 entry. The rubrics are based on the standards for this Component Entry. Show slides 36 - 41 to walk through the Certificate Specific Portfolio Instructions and Scoring Rubric. Notes are on each slide. The focus is on walking candidates through the parts of the entry instructions to give a brief overview to help candidates have context for studying their instructions on their own. - Review the Show slide 42 C2 Resource 1.13 2 Organizer” (F2.14) “Component Explain that these are the parts of Component 2. Have candidates find the at a Glance” “Submission page in their Certificate Specific Portfolio Instructions. Have them compare the Organizer to the at a Glance” page. Encourage them to add information to the Organizer that will help “Submission remind them of all the parts of Component 2. They will need to add the standards that this Component will measure. Distribute C2 Resource 1.16 The intent is for Show 43. Written Commentary Organizer. candidates to see the overall picture of C2 by looking at 1.13, but they can take notes on what their certificate area is requiring for their written commentary in resource 1.16. Almost all candidates have an instructional context part to begin their written commentary and a reflection part that is at the end. The middle part of their written commentary varies greatly between certificate areas. Encourage candidates to saving student work samples, assignments, or assessments that they can bring to upcoming sessions for analysis.
candidates may not be able to do this yet so you’ll want to encourage returning candidates to help facilitate this discussion. Language to discuss gather and analyze information student’s strengths and use information to design and implement instruction advance student learning Show slide 35: Have candidates locate their Level 4 Rubric in their content specific instructions. Candidates read through the overview of the Level 4 rubric on their own. Emphasize that each portfolio has specific rubrics to help candidates understand the accomplished teaching they are striving to show in their Component 2 entry. The rubrics are based on the standards for this Component Entry. Show slides 36 - 41 to walk through the Certificate Specific Portfolio Instructions and Scoring Rubric. Notes are on each slide. The focus is on walking candidates through the parts of the entry instructions to give a brief overview to help candidates have context for studying their instructions on their own. Show slide 42 - Review the C2 Resource 1.13 “Component 2 Organizer” (F2.14) Explain that these are the parts of Component 2. Have candidates find the “Submission at a Glance” page in their Certificate Specific Portfolio Instructions. Have them compare the Organizer to the “Submission at a Glance” page. Encourage them to add information to the Organizer that will help remind them of all the parts of Component 2. They will need to add the standards that this Component will measure. Show 43. Distribute C2 Resource 1.16 Written Commentary Organizer. The intent is for candidates to see the overall picture of C2 by looking at 1.13, but they can take notes on what their certificate area is requiring for their written commentary in resource 1.16. Almost all candidates have an instructional context part to begin their written commentary and a reflection part that is at the end. The middle part of their written commentary varies greatly between certificate areas. Encourage candidates to saving student work samples, assignments, or assessments that they can bring to upcoming sessions for analysis.
C2%20Facilitator%20Guide%20Session%201%20Introductions%20to%20the%20NBPTS%20Process%20C2-C4.docx