Indiana Collaborative for Project Based Learning. PBL Certification Process

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1 Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN (317) establish standards and systems for certifying accomplished PBL educators; 2. provide support and networks for PBL educators and 3. engage PBL certified teachers and leaders in on-going professional development. Professional Development Experience Certification by the Indiana Collaborative for PBL recognizes teachers and school leaders for the quality of their practice in Project Based Learning. It is a voluntary process developed by experienced teachers, school leaders and other education stakeholders to validate educators who have met challenging professional expectations in PBL instruction as evidenced through the certification assessment. Once a candidate is granted the ICPBL certification, they will: send notification to the school district administration validating certification completed be formally recognized by the Indiana State Board of Education receive a certificate validating the PBL Certification grow as professionals and develop new ways to help students learn and achieve join the network of PBL teachers and leaders across the state of Indiana have the opportunity to become a facilitator of professional development sponsored by the ICPBL members serve on a one year review team for new certification participants Core Propositions of PBL 1. Teachers and leaders are committed to student learning and performance 2. Teachers and leaders know the importance of and utilize PBL strategies and effectiveness in their classrooms 3. Teachers and leaders are responsible for managing and monitoring student learning 4. Teachers and leaders can benefit from being members of a larger network of PBL educators 1

2 Part I: Submitting the Application and Fees There is a required $50.00 nonrefundable processing charge to submit an application for ICPBL Certification. Your application will not be accepted or reviewed without payment of this charge. Payment of this processing charge cannot be made by telephone. All fees must be paid in accordance with the deadlines outlined below. Type of Fee / Charge Application processing charge Certification Renewal Fee Amount of Fee Deadline for Receipt /Charge $50.00 Option 1-August 15, 2013 Option 2- December 15, 2013 $50.00 TBD Payments may be made by check, money order or on-line via credit or debit card by contacting Lauren Sobanski at CELL. Checks and money orders should be mailed to: ICPBL- Certification C/O CELL-Lupold 1400 East Hanna Avenue Indianapolis, IN Change of Agreement or Address Once an application and fee have been submitted there will be no refunds if you withdraw from the process. If you change your or mailing address, it is the responsibility of the applicant to make those changes directly to lupoldl@uindy.edu. 1. Select starting and ending dates- Option #1 or Option #2 Option #1: Apply for admission and pay fee by August 15, 2013 Process for the Certification Portfolio begins September 1, 2013 Portfolio completion for Option 1 is January 1, NO MATERIALS WILL BE ACCEPTED AFTER JANUARY 1, 2014 Notification of certification or resubmission by February 1, 2014 Option #2: Apply for admission and pay fee by December 15, 2013 Process for the Certification Portfolio begins January 1,

3 Portfolio completion for Option 2 is June 1, NO MATERIALS WILL BE ACCEPTED AFTER JUNE 1, 2014 Notification of certification or resubmission by June 30, 2014 Part II: Certification Timeline and Certification Rubric Certification Timeline for Option 1 Step 1 Step 2 Step 3 Step 4 Request PBL Certification application from lupoldl@uindy.edu CELL at the University of Indianapolis Option 1- August 1,2013 Participate in webinar for clarification of PBL Certification Process Option 1-August 15,2013 4:00-5:00 Webinar Submit application along with $50.00 fee to ICPBL, L.Lupold, 1400 East Hanna Street, Indianapolis, IN Option 1- August 15, 2013 Applications accepted and notification made to individuals accepted by Option 1-August 30, 2013 Step 5 Deadline for Domain #1 Option 1- November 15, 2013 Step 6 Deadline for Domain #2 Option 1- December 15, 2013 Step 7 Deadline for Domain #3 Option 1-January 1, 2014 Step 8 Step 9 Step 10 Step 11 Certification Portfolio Completion due Option 1-January 1, 2014 Announcement of recommended ICPBL Certified teachers and leaders will be made by Option 1- February 1, 2014 Teachers who do not receive a recommendation for certification will be notified by this date as well and provided input for improvement and resubmission. Certification for teachers and leaders will be valid for three consecutive years. During the third year of certification, teachers and leaders may request Certification Renewal by following the process below. The renewal request must be made using the calendar below. Certified ICPBL teachers may be invited to facilitate at one or more of the PBL professional development activities. 3

4 Certification Timeline Option 2 Step 1 Request PBL Certification application from lupoldl@uindy.edu CELL at the University of Indianapolis Option 2-December 1, 2013 Step 2 Participate in webinar for clarification of PBL Certification Process Option 2- December 16, :00-5:00-Webinar Step 3 Submit application along with $50.00 fee to ICPBL, L.Lupold, 1400 East Hanna Street, Indianapolis, IN Option 2- December 15, 2013 Step 4 Applications accepted and notification made to individuals accepted by Option 2-December 30, 2013 Step 5 Deadline for Domain #1 Option 2-March 14, 2014 Step 6 Deadline for Domain #2 Option 2- April 14, 2014 Step 7 Deadline for Domain #3 Option 2- May 16, 2014 Step 8 Certification Portfolio Completion due Option 2-June 1, 2014 Step 9 Announcement of recommended ICPBL Certified teachers and leaders will be made by Option 2- June 30, 2014 Teachers who do not receive a recommendation for certification will be notified by this date as well and provided input for improvement and resubmission. Step 10 Certification for teachers and leaders will be valid for three consecutive years. During the third year of certification, teachers and leaders may request Certification Renewal by following the process below. The renewal request must be made using the calendar below. Step 11 Certified ICPBL teachers may be invited to facilitate at one or more of the PBL professional development activities. Indiana Collaborative PBL Certification Rubric A candidate must provide evidence which meets the Proficient to Advanced Practice Categories. If a candidate s evidence meets the minimum of Progressing the candidate will not satisfy the overall requirement for certification. Artifacts and sources used to support work completed in each of the Domain s must be numbered to correspond with each of the Domains and the sub categories. All materials will be submitted electronically using the template provided. Additional artifacts and sources may be added as an attachment. No materials will be returned to the candidate. Materials will become 4

5 part of an archive for the ICPBL. No materials will be used publicly unless given permission by the candidate. Each domain category requires evidence of how levels have been met or completed. Each domain also requires a rationale and or reflection of the work completed. Certification Rubric Use the ICPBL Certification Rubric as both a guide for what is being reviewed and as a check list for submitting accurate and specific materials required. The rubric serves for the review team as a measure of completion of materials and artifacts submitted. The successful PBL facilitator exhibits Progressing Practice Shows rudimentary PBL practices & implementation Proficient Practice Shows competent PBL practices & implementation in some areas Advanced Practice Shows exemplary PBL practices & implementation across areas Domain 1: Project Planning & Instruction 1.1 Content Knowledge and Skills Unit Planning Form(s) include correct factual content with some elaboration of big ideas that address conceptual understanding. Video teaching segments(s) provide evidence of correct factual content. Students learn minimal content and students can complete the project without learning new content. Unit Planning Form(s) and video teaching segment(s) provide evidence of conceptual content development. The project demands breadth and depth of specific knowledge of central concepts. Unit Planning Form(s) and video teaching segment(s) show clear integration of interdisciplinary content. Unit demonstrates a range of content knowledge that is clearly focused on conceptual development and integrated through workshops/lessons. Content knowledge and skills are aligned with 21 st Century Skill development. 1.2 Authenticity & Relevancy Students can see real world applications for what they will be doing. The problem or question has meaning to the students. Students can make connections between what they are doing and how to tackle real world problems. Unit is authentic and relevant for students and may address community-driven issues. Adults in the real world are likely to tackle the problem or question addressed by the project. Project requires students to synthesize information, and create and present unique ideas. 1.3 Designed with Workshops are sequenced and aligned Appropriate learning targets, standards, and assessments Appropriate learning targets, standards, and assessments are clearly 5

6 The successful PBL facilitator exhibits Progressing Practice Shows rudimentary PBL practices & implementation Proficient Practice Shows competent PBL practices & implementation in some areas Advanced Practice Shows exemplary PBL practices & implementation across areas the End in Mind with intended learning targets, standards, and assessments a majority of the time. Appropriate learning targets, standards, and assessments are aligned and sequenced a majority of the time. are clearly and logically aligned and sequenced within each lesson/workshop. Alignment may be less consistent across the scope of the project. The project suggests a clear vision of possible learning outcomes for the challenge (issue/question) addressed, and includes preparation for possible issues that students may encounter. and logically aligned and sequenced within each lesson/workshop and across the project. The project suggests a clear vision of possible learning outcomes for the challenge (issue/question) addressed, and includes preparation for possible issues that students may encounter. The design also maintains appropriate flexibility to accommodate students interests, issues, and questions as they arise. The project plan acknowledges that students may complete the challenge in ways not previously envisioned by the teacher. 1.4 Entry Events & Driving Question The entry event introduces terms, skills, and concepts that students have not learned before. The entry event and DQ are authentic, linked to standards, and engaging for some students. After launching the entry event, students are able to develop a need to know list that includes fundamental content questions. The entry event gives the students clues to where they might find the answers to their need to knows. Entry event creates interest for most students. The entry event is a written document to launch the project. The DQ is based on specific national content standards. The entry event introduces terms, skills and concepts that the students have not learned before. The entry event and DQ are authentic, linked to standards, and engaging for most students. After launching the entry event, students are able to develop a need to know list Students are able to develop a need to know list that includes higher order thinking questions from the entry event. Entry Event creates a stir of excitement among the students. The entry event includes something other than a written document to launch the project and/or involves authentic experts/audiences who will participate in significant ways. There is a well-defined and clear DQ that is derived from specific national content standards. The entry event introduces terms, skills and concepts that the students have not learned before. The entry event and DQ are authentic, linked to standards, and engaging for most students. After launching the entry event, students are able to develop a need 6

7 The successful PBL facilitator exhibits Progressing Practice Shows rudimentary PBL practices & implementation Proficient Practice Shows competent PBL practices & implementation in some areas Advanced Practice Shows exemplary PBL practices & implementation across areas that includes fundamental content questions, and they can use the event to guide their inquiries. to know list that includes fundamental content questions, and they can use the event to guide their inquiries. 1.5 Inquiry and Student Voice/Choice The candidate organizes students to-do lists and plans how students should tackle the challenge. With teacher guidance, students use a few highperformance work and organization skills (e.g., working in teams; using technology appropriately; communicating ideas; collecting, organizing, and analyzing information). Project(s) include minimal opportunities for students to demonstrate creative solutions to the challenge. Project(s) contain major phases of the challenge, and helps the students organize their to-do lists without overly prescribing the tasks. With teacher guidance, students use multiple highperformance work and organization skills (e.g., working in teams; using technology appropriately; communicating ideas; collecting, organizing, and analyzing information). Project(s) include multiple opportunities for students to provide creative solutions to the challenge. Candidate generally reflects on ways he/she provided voice and choice during the implementation of the project. Project(s) contain major phases of the challenge, and helps the students organize their to-do list without overly prescribing the tasks. Students formally use selfmanagement skills (e.g., developing a work plan; prioritizing pieces of work; meeting deadlines; identifying and allocating resources) to improve their team s performance. Project(s) include multiple opportunities for students to provide creative solutions to the challenge, and allows students to contribute individually to the group according to their respective talents and skills. Candidate reflects on specific ways he/she provided voice and choice during the implementation of the project. 1.6 Community Partnerships There is an appropriate audience for the student work. Students have limited contacts with adults outside of school (e.g., guest speakers). The teacher uses roleplaying or other staff members to simulate expert contact. The project externalizes the challenge by defining an audience/evaluator(s) other than the teacher. Relevant and appropriate community partners are involved in the project. Adults outside of school provide students with a sense of the real-world standards for the type of work. Candidate describes The project externalizes the challenge by defining an audience/evaluator(s) other than the teacher. Relevant and appropriate community partners are involved in the project. Students have multiple contacts with adults outside of school who have expertise and experience and who can ask questions, provide feedback, and offer advice. Partners are integrally involved throughout the project. 7

8 The successful PBL facilitator exhibits Progressing Practice Shows rudimentary PBL practices & implementation Proficient Practice Shows competent PBL practices & implementation in some areas Advanced Practice Shows exemplary PBL practices & implementation across areas partnership information (i.e., name, organization, role/duty of partnership) of those involved in the project(s). Candidate describes partnership information (i.e., name, organization, role/duty of partnership) of those involved in the project(s) st Century Skills (Critical thinking, communication, collaboration, technology use, innovation, selfdirection, persistence) Candidate demonstrates technology as a tool to scaffold and enhance learning. Shows awareness of integrating content, pedagogical, and technological knowledge. Plans provide some evidence of student engagement in tasks that require critical thinking. Work challenges only some of the students ( one size fits all ). Students present and defend solution to a real audience for the student work. Students can demonstrate content standards with 21 st Century Skills. Candidate demonstrates technology as a tool to scaffold and enhance learning. Shows evidence of integrating content, pedagogical, and technological knowledge. Candidate provides evidence of student engagement in tasks that require a range of critical thinking skills. Work is differentiated in order to challenge all students. Students present and defend solution to a real and appropriate audience for the student work. Students can demonstrate content standards with 21 st Century Skills. Candidate embeds technology into instruction seamlessly. Content, pedagogical, and technological knowledge fully evidenced. Candidate not only engages students in work that is challenging and relevant, but also empowers students to take responsibility and charge of their own learning. Students develop new habits of mind (e.g., questioning and posing problems; precision of language and thought; persistence). 1.8 Differentiation Appropriately uses of best practices but number and variety are limited. Practices are geared to whole group instruction, little flexibility in implementation. Plans show differentiation in at least two areas: content, process, product, and/or flexible grouping. Appropriately uses of a variety of best practices. Practices are used flexibility for both whole group and individual learning. Differentiates in at least three areas: content, process, product, and/or flexible grouping. If required (e.g., IEP, EL), accommodations to meet specific learner needs are evident. Workshops, mini-lessons, and scaffolding activities clearly show the teacher s anticipated student NTKs. The teacher enables each student to construct meaning and concepts through learner-centered lessons. Differentiated teaching is seamlessly embedded in all aspects of instruction (content, process, product, and groupings). If required (IEP, EL), accommodations to meet specific learner needs are evident. 8

9 The successful PBL facilitator exhibits Progressing Practice Shows rudimentary PBL practices & implementation Proficient Practice Shows competent PBL practices & implementation in some areas Advanced Practice Shows exemplary PBL practices & implementation across areas 1.9 Group Collaboration Students work together but developing collaborative or teamwork skills are not part of the project(s). Students work together in small structured learning groups with clearly defined tasks and roles. Project design intentionally supports productive group interactions through various strategies (i.e., contracts, check-ins, peer evaluations, feedback loops, etc.). Students engage in cooperative learning activities that promote productive interdependence, individual accountability and positive interaction among the students. Project design intentionally supports group interactions through various strategies and incorporates conflict resolution strategies as needed Culture Includes strategies for connecting to student interests and motivation at a group level. Students are given limited choices in content and/or ways of demonstrating learning Reflection Candidate indicates what he/she has learned about his/her progress in relation to the artifacts with no indication to how it impacts his/her PBL practice. Recommendations for future implementation are appropriate and address instructional changes based on the analyses of project planning and instruction. Little or no evidence of strategies for future implementation is given. Shows deliberate strategies for building motivation and interest in learning aimed at both group and individual levels. Students are given a voice in planning instruction/learning. Candidate indicates what he/she has learned about his/her progress in relation to the artifacts but depth of thought regarding the implications of his/her PBL practice is weak. Recommendations for future implementation are aligned to the instructional changes based on the analyses of project planning and instruction. Uses artifacts appropriately to illustrate strategies for future implementation (e.g., revision of lessons). Shows evidence of building a learning community where students are empowered and take responsibility for their learning. Candidate indicates what he/she has learned about his/her progress in relation to the artifacts with the depth of thought regarding the implications of his/her PBL practice. Recommendations for future implementation are integral to the instructional changes based on the analyses of project planning and instruction. Uses artifacts effectively to illustrate strategies for future implementation. Synthesis of work shows ability to constantly reflect and improve teacher performance. 9

10 The successful PBL facilitator exhibits Progressing Practice Shows rudimentary PBL practices & implementation Proficient Practice Shows competent PBL practices & implementation in some areas Advanced Practice Shows exemplary PBL practices & implementation across areas Domain 2: Project Assessment 2.1 & 2.2. Formative & Summative Assessments Assessment plan includes submission of appropriate sample student work and a variety of appropriate formal and informal assessments. Criteria are aligned with learning targets; rubric shows evidence of qualitative measures. Only product is culminating exhibition or presentation. Assessment plan includes submission of appropriate sample student work and a variety of formal and informal assessments that are targeted to assess students progress toward learning targets. There is some evidence of structured self and/or peer assessment opportunities (i.e., journals, peer conferences, teacher or mentor conferences, rubrics). Students receive frequent feedback on their works-inprogress from teachers, mentors, and/or peers. Assessment plan includes submission of appropriate sample student work and a variety of formal and informal assessments that are targeted to assess continuous student progress toward learning targets. There is strong evidence that self and peer assessments are integrated into daily practice. Students receive frequent and timely feedback on their works-in-progress from teachers, mentors, and peers. Assessments tightly align to learning outcomes and the project design. The project includes multiple products, and all products are aligned with outcomes. Culminating products allow students to demonstrate individual and collaborative growth. Culminating products allow students to demonstrate individual and collaborative growth and focus on transfer of content knowledge/skills to new situations. 2.3 Community Partnerships Students have no contacts with adults outside of school OR students share their final products with audience members who have not had significant involvement throughout the project. The final product is a culminating exhibition or presentation that demonstrates students ability to apply the knowledge & skills they have gained. Community partners who have had limited involvement in the project provide feedback based on realworld standards from their fields. The final product is a culminating exhibition or presentation in front on an informed audience which addresses an authentic challenge posed by the audience. Community partners who have played an integral role throughout the project provide feedback and/or contribute to the final evaluation. 10

11 The successful PBL facilitator exhibits Progressing Practice Shows rudimentary PBL practices & implementation Proficient Practice Shows competent PBL practices & implementation in some areas Advanced Practice Shows exemplary PBL practices & implementation across areas st Century Skills (Critical thinking, communication, collaboration, technology use, innovation, selfdirection, persistence) A few 21 st Century Skills are assessed, either formatively or summatively, though the assessment plan does not indicate the criteria for these assessments and/or how they contribute significantly in the overall evaluation of the project. Intentionally selected 21 st Century Skills are assessed both formatively and summatively throughout the project. Development of these skills is monitored, criteria are clearly communicated, and progress is evaluated throughout the project. The targeted 21 st Century Skills align with the content knowledge outcomes and contribute significantly in the overall evaluation of the project. Intentionally selected 21 st Century Skills are assessed both formatively and summatively throughout the project. Development of these skills is monitored, criteria are clearly communicated, and progress is evaluated throughout the project. The targeted 21 st Century Skills align with the content knowledge outcomes and contribute significantly in the overall evaluation of the project. Opportunities to improve on 21 st Century Skills for self, peer, teacher, and mentor/audience feedback are provided. The assessment plan indicates opportunities for both individual and group assessments of growth. 2.5 Reflection Candidate indicates what he/she has learned about his/her progress in relation to the artifacts with no indication to how it impacts his/her PBL practice. Reflections address instructional issues in terms of learning targets. The analyses are accurate but limited in the number and depth of instructional choices. The reflection identifies strategies for improving student learning and focuses mostly on the whole group rather than individual learner needs. Analysis of student work focuses on growth toward learning targets. Some Candidate indicates what he/she has learned about his/her progress in relation to the artifacts but depth of thought regarding the implications of his/her PBL practice is weak. Reflections address student learning targets thoughtfully and accurately. A range of instructional choices are provided. The reflection identifies strategies for improving student learning and addresses both whole group and individual needs. Analysis of student learning focuses on growth toward learning goals. Analyses are focused and provide information to support student learning towards learning Candidate indicates what he/she has learned about his/her progress in relation to the artifacts with the depth of thought regarding the implications of his/her PBL practice. Candidate continuously evaluates instructional effectiveness and student needs based on data. Decisions are integrated into daily and future planning. Throughout units lessons, reflections provide consistent evidence of thoughtful and accurate reflection of instruction and student learning. Analysis of student learning reflects individual s progress towards learning targets and personal learning goals. Specific feedback empowers students to set and meet personal learning targets. 11

12 The successful PBL facilitator exhibits Progressing Practice Shows rudimentary PBL practices & implementation Proficient Practice Shows competent PBL practices & implementation in some areas Advanced Practice Shows exemplary PBL practices & implementation across areas examples of student performance are provided to support analyses. Feedback to students tends to be general. objectives. Specific feedback helps students understand own strengths and weaknesses. Domain 3: Professional Culture/ Teacher Leadership 3.1 Teacher Leadership The candidate participates in PBL professional development activities. The candidate participates in ongoing, PBL-related professional development activities and leads PBL professional development activities within department or team settings. The candidate participates in ongoing, PBL-related professional development activities and leads PBL professional development activities across the school, district, or community. 3.2 Participation in PBL Network Communities The candidate participates in professional growth opportunities in networks outside of the school. The candidate participates in professional growth opportunities in networks outside of the school and actively uses networked resources to inform instruction. The candidate participates in professional growth opportunities in networks outside of the school, actively uses networked resources to inform instruction, and continuously seeks out and creates PBL resources for their school community. 3.3 Reflection The candidate provides specific, and generally realistic plans for continued growth in demonstrating teacher leadership. The candidate provides specific, realistic plans for continued growth in demonstrating teacher leadership. The candidate provides specific, realistic plans for continued growth in demonstrating teacher leadership, and includes plans to advance the PBL community forward Part III: Submission Requirements and Examples 1. Title Page - Page 1 Examples of required pages can be seen below. All pages must be numbered beginning with the Title page. 12

13 The title page example Name of Project EX: Art for a Cause Name of Teacher(s) 2. Table of Contents - Pages must be consecutively numbered. Under each Domain you must list what artifacts or evidence you are going to be submitting. See example. Use the provided template for this portion of submission. Table of Contents Domain I: Project Design 1.1 Content Knowledge and Skills Artifact(s) 1b ENG 12 Standard Chart Spring d-ENG 12 Careers Daily Journal 1.2 Authenticity Artifact(s) 1i-Career Fast Track Letter 1j-Career Text Set Fast Track Budget Worksheet 6a-ANGEL Screen Shot 1 Both artifacts detail the collaborative effort between students and myself to develop Language Arts Content and skill. I used the authenticity of each student s chosen career field to make the Language Arts in my Senior level course relevant. 3. Submitting Domain Artifacts / Sources: Pages must be consecutively numbered. Throughout the process there will be expectations for submitting each of the components in the portfolio by Domains number Domain I, Domain II and Domain III. Each Domain has a sub category which must also be completed and numbered. Failure to submit on due dates may end your endorsement participation and require starting over at the next opening date. At any point during the process the review team has the right to halt the process or offer suggestions for improvement and resubmission. If a candidate fails to submit the items requested, they may be asked to withdraw from the submission period certification process and resubmit for certification the following year. The review team will make this decision based on artifacts provided. 13

14 It is not the intent or the responsibility of the Review Team to provide PBL instruction or resources to any of the candidates. Rather, it is the intent of the review team to validate authentic and rigorous PBL taking place in the candidate s classroom or school. Help sessions may be provided throughout the year on a scheduled basis. in addition there will be opportunity for individuals in need of questions answered to contact ICPBL directly. Evidence submitted must comply with the provided templates. See template below. All artifacts / evidence submitted must be numbered to correspond with each of the Domains and the sub categories. Example: Domain Provided templates must be used and not altered. Required Template for completing Domain submissions ICPBL Benchmark 1-3 Domain I: Project Design 1.1 Content Knowledge and Skills Domain I: Project Design 1.2 Authenticity 1.3 Designed with the End in Mind 1.4 Entry Events & Driving Question 14

15 1.5 Inquiry and Student Voice / Choice 1.6 Community Partnerships st Century Skills 1.8 Differentiation 1.9 Group Collaboration Artifact (s) List Sources and Evidence Rationale /Reflection 1.10 Culture 1.11 Reflection Domain II: Project Assessment 2.1 Formative Domain II: Project Assessment 15

16 2.2 Summative Artifact(s)List Sources and Evidence 2.3 Community Partnerships Artifact(s)List Sources and Evidence st Century Skills 2.5 Reflection Domain III: Professional Culture / Teacher Leadership 3.1 Teacher Leadership 3.2 Participates in PBL Network Communities 3.3 Reflection 16

17 4. Attachments of Examples and Samples - Pages must be consecutively numbered. Additional attachments may be submitted as attachments in word, power point, excel, or video form. These additional attachments must include how they are related to a specific Domain by adding that Domain number on the attachment. These may include samples of student work and or exhibition and or data collected to support and show a specific Domain connection and all attachments must be downloadable and not exceed more than 1-2 pages of examples per domain. 5. Other submission materials-pages must be consecutively numbered. In the event there are other materials that you feel might better demonstrate or support the work being submitted ask first if needed and then only submit what is requested. 17

18 Part IV: Certification Renewal ICPBL teachers and leaders are certified for a period of three years. During the third year teachers and school leaders must complete the certification renewal process before their certification expiration date. A sample renewal calendar can be found below. Candidates who are applying to renew their certification must complete a Profile of Professional Growth. This is a holistic approach in which all components submitted are linked and evaluated based on authentic PBL strategies and systems. The renewal process must show continuous and authentic continued professional growth and student learning. Date Certified Option #1-January 1,2014 Option #2- July 1, 2014 Certification Expiration Option #1-January 30, 2017 Option #2-July 30, 2017 Renewal Application Window Option #1-August 1, 2014 Option #2-January 1,2018 Fee & Deadline Option 1-$ August 15, 2017 Option 2- $ December 15, 2013 Submission Deadline Option #1- January 1, 2018 Option #2- June 1, 2018 Part V: Review Team Process, Assessing Your Portfolio & Portfolio Due Dates The Review Team for the certification process will be comprised of teachers, leader and facilitators of Project Based Learning who have been certified and experience in PBL work. This team will be made up of members representing the northern, central and southern parts of Indiana. This Review Team will meet for the purpose of reviewing and certifying applications for certification and will make recommendations to the Indiana State Board of Education for public announcement in June of each year. Members with the exception of the advisory board will serve a two year term. Candidates must provide evidence or artifacts that demonstrate a minimum of 90% completion in the advanced category. Candidates must select either Option 1 or Option 2. Each of these have varied deadlines for submitting materials and deadlines for completion of the certification process. Once a candidate has started in one or the other Options they cannot overlap. Option 1 candidates begin their portfolio work on September 1, Option 2 candidates begin their portfolio work on January 1,

19 Option 1 Review Process and Due Dates Option #1- November 15, 2013 Option # 1- August 20, 2013 Domain 1 Deadline Option #1 -November 15, 2013 Domain 2 Deadline Option #1-December 15, 2013 Domain 3 Deadline Option #1 January 1, 2014 Identify 1-2 projects that will be used to align with the ICPBL Rubric. Clarify the components of the PBL project as outlined in the Elements portion of the Portfolio. EX: Unit design, Entry Events, Driving questions, etc. Review the portions of the Portfolio outlined as examples of artifacts to be submitted. Identify any need to knows for the upcoming Help Session Help Session- Webinar to clarify questions regarding submission of materials. Domain #1: Project Planning & Instruction Provide artifacts from PBL project representing each sub section listed below. Each section must be labeled with a corresponding number as seen below. Table of contents for each section briefly describing its content and purpose. 1.1 Content Knowledge and Skills 1.2 Authenticity & Relevancy 1.3 Designed with the End in Mind 1.4 Entry Events & Driving Question 1.5 Inquiry & Student Voice / Choice 1.6 Community Partnerships st Century Skills 1.8 Differentiation 1.9 Group Collaboration 1.10 Culture 1.11 Reflection Domain #2: Project Assessment Provide artifacts from PBL project representing each sub section listed below. Each section must be labeled with a corresponding number as seen below. Table of contests for each section briefly describing its content and purpose. 2.1 Formative Assessment 2.2 Summative Assessment 2.3 Community Partnerships st Century Skills 2.5 Reflecdtion Domain #3: Professional Culture / Teacher Leadership Provide artifacts from PBL project representing each sub section listed below. Each section must be labeled with a corresponding number as seen below. Table of contests for each section briefly describing its content and purpose. 3.1 Teacher Leadership 3.2 Participation in PBL Network Communities 3.3 Reflection Notification of Certification Option # 1-February 1, 2014 Resubmitting Materials Option # 1-August 1, 2014 Invitation to Participate Candidates who have not successfully completed the portfolio or met the criteria for certification will be notified by June 30, In the event these individuals have only missed certification in a few areas, recommendations for re-submitting those incomplete areas will be provided along with recommendations for completion. Resubmitting materials must be completed within six months of being notified. Therefore by January 2014 new submission materials must have been received. Candidates resubmitting incomplete areas for certification must provide written notice of intent to resubmit no later than August 30, Acknowledgement of request to resubmit will be made by mail or and must accompany resubmitted materials. Certified ICPBL teachers may be invited to facilitate at one or more of the PBL professional development activities. 19

20 Option 2 Review Process and Due Dates Option #2- March 14, 2014 Option #2- December 19, 2013 Domain 1 Deadline Option #2-March 14, 2014 Domain 2 Deadline Option #2 April 14, 2014 Domain 3 Deadline Option #2 May 16, 2014 Identify 1-2 projects that will be used to align with the ICPBL Rubric. Clarify the components of the PBL project as outlined in the Elements portion of the Portfolio. EX: Unit design, Entry Events, Driving questions, etc. Review the portions of the Portfolio outlined as examples of artifacts to be submitted. Identify any need to knows for the upcoming Help Session Help Session- Webinar to clarify questions regarding submission of materials. Domain #1: Project Planning & Instruction Provide artifacts from PBL project representing each sub section listed below. Each section must be labeled with a corresponding number as seen below. Table of contents for each section briefly describing its content and purpose. 1.1 Content Knowledge and Skills 1.2 Authenticity & Relevancy 1.3 Designed with the End in Mind 1.4 Entry Events & Driving Question 1.5 Inquiry & Student Voice / Choice 1.6 Community Partnerships st Century Skills 1.8 Differentiation 1.9 Group Collaboration 1.10 Culture 1.11 Reflection Domain #2: Project Assessment Provide artifacts from PBL project representing each sub section listed below. Each section must be labeled with a corresponding number as seen below. Table of contests for each section briefly describing its content and purpose. 2.1 Formative Assessment 2.2 Summative Assessment 2.3 Community Partnerships st Century Skills 2.5 Reflecdtion Domain #3: Professional Culture / Teacher Leadership Provide artifacts from PBL project representing each sub section listed below. Each section must be labeled with a corresponding number as seen below. Table of contests for each section briefly describing its content and purpose. 3.1 Teacher Leadership 3.2 Participation in PBL Network Communities 3.3 Reflection Notification of Certification Option #2-June 30, 2014 Resubmitting Materials Option #2-December 1, 2014 Candidates who have not successfully completed the portfolio or met the criteria for certification will be notified by June 30, In the event these individuals have only missed certification in a few areas, recommendations for re-submitting those incomplete areas will be provided along with recommendations for completion. Resubmitting materials must be completed within six months of being notified. Therefore by January 2014 new submission materials must have been received. Candidates resubmitting incomplete areas for certification must provide written notice of intent to resubmit no later than August 30, Acknowledgement of request to resubmit will be made by mail or and must accompany resubmitted materials. 20

21 Candidate Application and Eligibility Form Option #1- August 15, 2013 Option #2- December 1, 2013 This form is for use ONLY if you (1) hold a bachelor s degree or its equivalency for employment in a school district (2) hold a valid state teaching license, (3) have been using Project Based Learning in your classroom for no less than two years. All parts of the form must be completed and submitted at the due date. Candidate: By completing these forms you are verifying all information is current and accurate Your Name (print) School District School Name City State Zip Address Phone Highest Degree Type (Bachelor s, Master s, Doctorate) Teaching Area in (check all that apply) o o o o Early childhood /pre-k Middle Level High School Higher Education Content or Grade Level In two pages or less respond to the following questions. Why do you want to participate in the certification process? How does Project Based Learning enhance student learning? What experiences have you had in your classroom with PBL? How you will be an advocate for PBL? In what past PBL professional development experiences have you participated in for PBL? Help and or questions may be requested at any time during the process by contacting Lynn Lupold at lupoldl@uindy.edu or by phone at