National Board Certification (NBPTS) Component 2: Differentiation in Instruction (Portfolio) Syllabus

Component 2: Differentiation in Instruction (Portfolio) syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Component 2: Differentiation in Instruction (Portfolio) in National Board Certification (NBPTS), not a summary of it.

1. 1

   Overview of the Differentiation Portfolio

   3 topics

   • Purpose and focus of Component 2
     • Demonstrating differentiation for individual learners
     • Classroom-based, formative use of evidence
   • Required submission elements
     • Selecting student work samples
     • Written commentary requirements
   • Choosing instructional focus and students
     • Identifying differing learner needs
     • Justifying selection rationale
2. 2

   Selecting and Analyzing Student Work

   3 topics

   • Gathering authentic student work samples
     • Aligning samples to learning goals
     • Showing range of learner responses
   • Analyzing evidence of learning
     • Interpreting what work reveals about understanding
     • Identifying patterns and individual needs
   • Documenting instructional adjustments
     • Linking evidence to next steps
     • Showing responsiveness to data
3. 3

   Writing the Differentiation Commentary

   3 topics

   • Describing the instructional context
     • Characterizing the class and learners
     • Stating goals and standards
   • Analysis and reflection
     • Explaining differentiation decisions
     • Reflecting on effectiveness and improvement
   • Meeting evidence and formatting requirements
     • Page limits and required permissions
     • Maintaining student confidentiality

Component 2: Differentiation in Instruction (Portfolio) flashcards for National Board Certification (NBPTS)

19 of 50 cards from the Component 2: Differentiation in Instruction (Portfolio) deck — real questions with worked answers.

1. What is the primary purpose of NBPTS Component 2: Differentiation in Instruction?

   To demonstrate that the teacher can use differentiation to advance the learning of all students by adjusting instruction to meet individual student needs, as shown through authentic student work.

2. What type of assessment is Component 2 of National Board Certification?

   A classroom-based portfolio entry, submitted as written commentary plus student work samples (no video is required for Component 2).

3. In Component 2, the central evidence of student learning comes from what source?

   Authentic student work samples collected from the teacher's own classroom that show evidence of learning over time.

4. How many students does a teacher typically select to focus on in Component 2?

   Two students, chosen because they represent differing instructional needs or characteristics.

5. Why must the two focus students in Component 2 differ from each other?

   So the teacher can demonstrate that instruction was differentiated—adjusted differently—to meet each student's distinct needs.

6. What two major parts make up a Component 2 submission?

   A Written Commentary and the accompanying student work samples (with contextual/instructional information sheets).

7. In Component 2, what is meant by 'differentiation'?

   Tailoring instruction—content, process, product, or learning environment—to respond to individual students' readiness, needs, interests, or learning profiles.

8. What overarching framework does the National Board use to evaluate all portfolio components, including Component 2?

   The Architecture of Accomplished Teaching, which centers on knowing students, setting goals, taking action, assessing results, and reflecting.

9. What is the score range for any single National Board component, including Component 2?

   0.75 to 4.25.

10. What total weighted scaled score must a candidate reach across all four components to achieve National Board Certification?

    A total weighted scaled score of at least 1.75.

11. In Component 2, what should the teacher establish before showing the student work?

    The instructional context—information about the class, the students, the content area, and the learning goals.

12. What does the 'instructional context' description in Component 2 include?

    Relevant features of the school, class, and the two focus students—such as developmental levels, needs, and any factors affecting instruction.

13. In Component 2, the work samples chosen for each focus student should show what about learning?

    Evidence of the student's learning and progress in response to the differentiated instruction.

14. What does 'authentic' mean when describing the student work samples required in Component 2?

    The work must be genuine products created by the teacher's actual students during real classroom instruction, not contrived or staged for the portfolio.

15. In Component 2, what must accompany each student work sample so a reader understands it?

    Contextual information and instructional materials/prompts that explain the task the student was responding to.

16. What is the role of the Written Commentary in Component 2?

    To describe, analyze, and reflect on the instruction and the student work—explaining what the teacher did, why, and what the evidence shows about learning.

17. In Component 2, what is the difference between 'description,' 'analysis,' and 'reflection'?

    Description tells what happened; analysis interprets why it happened and what the evidence means; reflection considers implications and what the teacher would do differently in the future.

18. When choosing the instructional focus for Component 2, what kind of goal should the teacher target?

    A worthwhile, standards-based learning goal that genuinely requires differentiation to reach for the chosen students.

19. In Component 2, why is it important to clearly justify the selection of the two focus students?

    Because the teacher must show that the students' differing needs warranted differentiated instruction, making the differentiation purposeful rather than arbitrary.

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