If This Were You Videotaping Yourself What Would You Do To E

If This Were You Videotaping Yourself What Would You Do To Enhance

If this were you videotaping yourself, what would you do to enhance showing your teaching abilities and connecting your teaching to the National Board Standards and propositions? Video: NB Video Links to an external site. Recreate the chart and fill in your ideas of how to enhance this video for NB submission. Video Points Your ideas Reading of the slide presentation? (Should students be reading? Why/why not?) The teacher is asking the students if they understand and then she states, “OKâ€. Is this the best way to check for understanding? Mention a point you noticed.

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When reflecting on how to effectively videotape oneself to demonstrate teaching abilities aligned with the National Board Standards and propositions, several key considerations emerge. These aspects encompass presentation quality, pedagogical strategies, engagement with students, and alignment with professional standards. To enhance a teaching video for National Board (NB) submission, teachers need to integrate intentional strategies that showcase their instructional expertise, classroom management, and ability to connect content to student learning.

One of the primary ways to enhance such a video is through deliberate planning and clear illustration of pedagogical practices. This includes setting up scenarios that demonstrate evidence of student-centered teaching, differentiation, and formative assessment strategies. For instance, capturing moments where the teacher scaffolds instruction based on individual student needs visually aligns with the NB Proposition I, which emphasizes establishing a culture for learning. Showing how the teacher adapts instruction based on student responses highlights responsiveness and reflective teaching—core aspects of the Standards.

Engagement techniques also need to be prioritized. Simply reading slide presentations may not effectively demonstrate dynamic teaching. Instead, teachers should consider integrating questioning strategies that promote higher-order thinking, such as open-ended questions or prompts that stimulate student discussion. Reading aloud from slides can be passive and may not reflect engaging instruction. Instead, using visual aids effectively, incorporating interactive activities, and fostering student participation better showcase classroom presence and instructional strategies aligned with the NB standards.

Furthermore, maximizing opportunities to assess student understanding is critical. The current practice of asking "Do you understand?" followed by a teacher response of “OK” is insufficient. To enhance this, a teacher could incorporate multiple formative assessment techniques—such as think-pair-share, exit slips, or quick polls—that provide tangible evidence of student comprehension. Visual evidence of these strategies, including student responses and interactions, would significantly strengthen the demonstration of Propositions 2 and 4, related to monitoring student learning and adjusting instruction accordingly.

Another aspect to consider is the teacher's non-verbal behaviors, tone of voice, and body language—all vital to effective teaching. Showing enthusiasm and genuine interest can deepen student engagement. Additionally, ensuring that the teacher’s action aligns with the standards' emphasis on creating a respectful, encouraging environment is essential. For instance, maintaining eye contact, moving around the room, and providing specific, positive feedback bolster teacher credibility and connect to the NB propositions focused on fostering a supportive classroom culture.

In terms of the visual component, recreating the original chart and filling in ideas about how to improve the video is a valuable exercise. Suggestions might include integrating more student-led activities, incorporating technology to facilitate interactive learning, and explicitly linking lesson objectives to the relevant NB standards and propositions. For example, mapping specific classroom moments to standards such as Proposition 1 (commitment to student learning) and Proposition 3 (learning environment) provides clarity and intentionality in the demonstration.

Regarding the filming process, it is vital to consider technical aspects. Clear audio quality, steady camera work, and appropriate framing that captures both teacher and student interactions enhance the professionalism of the video. This ensures that the focus remains on instructional practices rather than technical distractions, thereby effectively illustrating the teacher’s abilities according to the NB criteria.

In sum, to enhance a teaching video for National Board certification, educators should focus on intentional planning, diverse instructional strategies, meaningful assessments, authentic student engagement, and technical quality. By aligning classroom practices explicitly with the NB propositions and standards, teachers can present a compelling, evidence-based demonstration of their professional excellence. These enhancements not only fulfill certification requirements but also foster continuous reflection and growth in teaching practices.

References

• Achinstein, B., & Ogawa, R. T. (2006). Conflict amid community: the micropolitics of teacher collaboration. Teachers College Record, 108(6), 1192-1222.
• Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
• Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). SuperVision and instructional leadership: A developmental approach. Pearson Higher Ed.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Knight, J. (2011). Unmistakable impact: A partnership approach to dramatically improve instruction. Corwin Press.
• National Board for Professional Teaching Standards. (2016). The propositions for advanced accomplished teaching. NBPTS.
• Reeves, D. B. (2009). Formative assessment: Making it happen in the classroom. Solution Tree Press.
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• Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning. Pearson.
• Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.