LESS MAY BE MORE IN ENTRY 4!

CHOOSING ACCOMPLISHMENTS:

Candidates always want to know how many accomplishments they should write about. And the answer is that there is no set answer to that question. You are allowed to write about UP TO EIGHT, and some candidates have been successful doing so - IF they have eight really strong accomplishments and IF they are able to write succinctly. Think about it...you have a ten page maximum...eight accomplishments...that's just over one page per accomplishment. It certainly can be done, but many teachers discover that they don't have eight really strong accomplishments and that it's hard to write about each accomplishment in just over a page. If you can do that - go for it! But if not, consider that...LESS MAY BE MORE IN ENTRY 4.

A general rule of thumb to follow is to focus on 4-6 strong accomplishments. How do you know if an accomplishment is strong enough? It may be a keeper if you can answer these three questions:

• What is the nature of this activity? DESCRIBE the activity, whether it showcases you as a learner/leader/collaborator/2-way communication with parents (or a combination), and what YOU DID to plan/implement/it. This should be short, direct, and use the least space.

• Why is it significant? Why is this an important activity? ANALYZE your motives and actions in relation to this activity. This section should be longer than your description but shorter than the impact section.
• How does the activity impact student learning - directly or indirectly. This is the most important of the questions and should be the longest writing sections.

Think:Pyramid. The pointed tip is the description (WHAT). The middle section is the analysis (WHY), and the wide base is the analysis and reflection (HOW/IMPACT).

One way to choose the activities is to create a 5 Column Chart with the following information:

• Column 1:Name of the Accomplishment or a 2-Way Parent Commnication strategy
• Column 2: Impact on student learning
• Column 3: Evidence to document the accomplishment
• Column 4: Role (learner, leader, collaborator, parent communication)
• Column 5: Standard(s) activity demonstrates

If there is any column that you can't fill in (especially Column 2), let it go. It isn't strong.

DOCUMENTING ACCOMPLISHMENTS:

You can always use the verification form provided in your portfolio. Candidates may feel that these are not as strong as other types of verification, but the National Board and assessors I've talked to say that these are perfectly fine. Use them if you need them.

Other forms of documentaton might include (but is not limited to):

• letter from parent, colleague,student, principal
• copy of student work representing the accomplishment
• photograph of student utilizing the product of the accomplishment
• certificate/verification of your attendance/participation/completion of the activity

Letters can be a powerful verification, but often colleagues and parents don't know what they should write that will help you as a candidate. There is nothing wrong with helping them along. Here is a possible model for procuring letters that will address what you need for this entry - starting with a note from you asking a colleage for their help"

Dear (Colleague),

Thanks for sharing your observation about how my workshop on sharpening pencils improved student performance in your class. Could you please take a few minutes and write a note or letter describing how the presentation impacted your teaching and your students' learning? Because I need specific information for my National Board entry, I have enclosed some sentence starters that will make your writing easier. Please include:

• my name and the date of the workshop
• a few lines that describe how the workshop impacted your teaching such as: Lulu's presentation showed me that I can ...whereas before I ... or Learning to sharpen pencils the way Lulu showed in her workshop changed the way I sharpen pencils because...
• a paragraph on student impact such as: I saw the impact of what I learned at Lulu's workshop when my students (or a student's name) ... OR Before I attended Lulu's presentation, my students would ... but now they... OR In years past my class would have ... but after this pencil sharpening presentation my students... which helps them ...

You can tweak the sentence stems for parents, your principal and even your students to use. Ask for letters very early on so that you aren't scrambling for them in March.

IN SUMMARY:

• Brainstorm everything you can think of you've done professionally in the past 5 years. If your list includes things that don't seem particularly unique (a newsletter), think of how yours may be different from others or how you could tweak them to make them unique.
• List how you have involved parents and the community in your teaching.
• Re-read the standards and take notes on key phrases and important ideas expressed
• Know that you will write many drafts before you finish.
• Don't be modest or shy. Take credit for what you have done.
• Use first person pronouns like I,me,mine,myself etc. and strong active verbs and phrases such as I organized, I designed, I taught.
• TIE EVERYTHING TO STUDENT LEARNING. If the accomplishment can't show an impact on student learning - don't use it!