lecture recording on 15 February 2025 at 12.06.47 PM

Introduction

• Stacy Hayes: National Board Certified Teacher (Certified 02/2018 in Literacy, Reading Language Arts, Early Middle Childhood or LERLA)

• Maintained certification in 02/2023

• Elementary teacher at heart, currently a secondary instructional coach in Maricopa Unified School District

• Engages with middle and high school educators

Session Goals

• Understand the purpose of three types of writing required for the national board process:

  • Descriptive

  • Analytical

  • Reflective

• Learn strategies to be clear, consistent, convincing, and concise in writing.

• Foster collaboration among participants.

Participant Engagement

• Audience participation encouraged: raise hands for different categories (middle school and high school teachers, first-time candidates, etc.).

• Interactive environment where participants can walk out if desired, but staying to write or engage is encouraged.

Importance of Drafting

• Emphasized the significance of completing the first draft early to allow time for:

  • Editing

  • Receiving feedback from peers or mentors.

• Suggested timing for drafts and feedback around the submission deadline of May 17.

The Writing Process

Types of Writing

• Descriptive Writing:

  • Focus on "what" happened in an instructional context.

  • Essential for setting the scene for assessors.

• Analytical Writing:

  • Focus on "how" and "why" a lesson was or wasn’t successful.

  • Requires evidence to support claims.

• Reflective Writing:

  • Focus on future handling of similar instructional situations.

  • Importance of reflecting on one’s practice.

Key Considerations

• Collaboration: learn from peers and utilize collective knowledge.

• Analyze the prompts carefully: identify if it requires descriptive, analytical, or reflective responses.

• Always back up claims with specific evidence or reasoning.

Writing Strategies

• Maintain clarity and conciseness in descriptions.

• Focus on what can be improved based on past experiences.

• Utilize keywords from the writing matrix to guide responses.

  • Descriptive: Set the scene, paint the picture of the classroom.

  • Analytical: Analyze by linking back to instructional practices.

  • Reflective: Discuss changes for future lessons based on insights from past experiences.

Group Activity

• Participants instructed to draft responses based on their respective components (2, 3, or 4).

• Emphasized on using the writing matrix and focusing on keywords during drafting.

• Partner discussions post-draft for collaborative feedback.

Feedback and Common Pitfalls

• Review of common comparative feedback statements received after submissions to assist in understanding expectations.

• Key takeaway: Always frame responses around specific evidence tied to practical experiences in the classroom.

Closing Remarks

• Promoting a continuous reflective practice enhances teaching effectiveness.

• Encouraged open discussions and questions regarding writing strategies and personal experiences to foster growth and cooperation amongst participants.