The document provides guidance for candidates on selecting accomplishments to include in Entry #4 of the National Board Certification process. It emphasizes choosing accomplishments that demonstrate student learning and impact. Participants engage in activities to distinguish between routine and significant accomplishments, brainstorm potential accomplishments, and interview each other about accomplishments. The document stresses providing clear, consistent, and convincing evidence of student learning through specific examples and documentation.

1. Documented Accomplishments: Understanding What is Valued in Entry #4

11. Under what category might this activity fall? Why might you have chosen this activity for your students? How might your students have benefited from this experience? What might this experience have been important to your students? What might be the long-term impact on your students? What might be the short-term impact on your students? In what ways might you know the activity impacted student learning? What things might you have heard that led you to believe students learned that? What things might you have seen that led you to believe students learned that?

12. How do you decide how many accomplishments to submit? What are the requirements? What allows me to show the strongest evidence of student learning/impact?

14. Create a graphic organizer with the people at your table to illustrate the quality of evidence required for an accomplished response (4) and an unaccomplished response (2).

24. Thank you for coming. We hope we provided you with helpful information. Please share your thoughts on what we did right and how we might improve future sessions.