Writing for National Board Certification

Three Types of Writing

DescriptiveAnalyticalReflective

Qualities of Descriptive Writing

Descriptive writing is a retelling of what happened in a classroom situation. This kind of writing should allow the reader

to visualize and understand what the teacher is describing.

It “sets the scene” for the assessors.

Description is called for when the entry prompt uses verbs like state, list, describe, what, when, where or which.

For example: “What are the relevant features of your teaching setting that influenced your selection of this assessment/prompt and these students?”

When a teacher is asked to describe, his or her response should meet these criteria:

accurate and precise enumeration and/or explanation;

clear and logical ordering of the elements or features of the event, person, concept, of strategy described; and

inclusion of supporting features or elements that would allow an outsider to “see” whatever is described.

Qualities of Analytical Writing

Analysis depends on the interpretations the teacher made of what happened, examination of why the elements or events described are the way they are. It shows assessors the thought processes the teacher employed to arrive at the conclusions made about a teaching situation.

Analysis is called for when a prompt asks how, why, or in what way(s). Analysis is required when teachers are asked:

to identify a particularly successful moment in a sample of teaching and why they regard it as successful;

for a rational; or what a student performance suggests about

their teaching.

When a teacher is asked to analyze, his/her response should meet these criteria:

the subject ( work sample/videotape)of the analysis should be available to the reader;

the focus of his/her writing is not on what happened (descriptive) but rather on why and how it happened (analytical).

Analytical Writing

Focuses on why and is grounded in evidence

Offers: reasons, motives and rationales, interpretations, concrete evidence, significance of evidence, and conclusions reached.

Example: How did you present the material?

Qualities of Reflective Writing

Reflection, a particular kind of analysis, always suggests self-analysis, or consideration of practice. Reflection includes written consideration of what a teacher will do next time-based on his/her analysis of what happened and why it happened that way.

Reflection is called for when the entry prompt asks the teachers:

to consider the successes of their lessons, and what they would do differently and why.

When the teacher is asked to reflect, his/her response should meet these criteria:

the focus of his/her writing is not on what happened (descriptive) but rather why it happened (analytical) and how it will influence future instruction.

Reflection serves as the “glue” of the portfolio and gives substance to the evidences provided and guides the

assessor to a deeper understanding.

Examples of Reflective Questions:

What worked? What needs improving? What conclusions can you make? What next?

Reflective Phrases to Incorporate into your writing: Upon reflection… After observation… The significance of

this activity… This comment tell me

that… It is important for me

to realize that… This is significant

because…

This activity prompted me to…

These comments indicate…

This could be more effective if…

This helped me to recognize that…

Continuing to reflect… I realized that…

More Phrases

The evidence of this collaboration was…

The intent of my question was…

This helped me to refocus on…

I chose this goal to …

I now realize that… The test results

helped me to… I chose this goal

because… I recognize

differences and now know…

Things to Remember!

Audience Standards Voice Bias Clear writing Evidence

A Few More Tips!

Follow the sequence of the questions/prompts

Be clear, concise and consistent Review rubric 4 The “proof is in the pudding”!

Questions