ANOTHER....Video Taping, Small/Large Group Vignette

Of course, sound effects and video edits of this sort, including titles, are not okay with NBPTS format. This was part of a get-to-know-your-teacher thing I did online for parents and students prior to the first day of school. I had it posted on my web site along with other video clips and examples of lessons--sounds like an entry 4 accomplishment doesn't it?

Notice the "hiss" of the microphone? Worry you? It should not. No big deal.

This video was not filmed as part of my NBPTS entries. Parent permission granted.

[if you are unable to view the video through this channel, try viewing all of my sample videos through Teacher Tube.]

Video Taping, Small/Large Group Vignette

Your video submission has to be no greater than 15 minutes (some certificate areas have different times) of continuous, unedited, footage (again, some certification areas have video sections that are cut). I have spliced these videos just to give you some examples to view. The more you view, the more comfortable you will feel when it comes time for your filming and sharing. You want to start filming early so that you can have a pile of your greatness from which to choose.

Plus, part of what you can offer your cohort is your opinion of what you see. Seeing videos will give you background.

What are your strengths that hit the standards? What weaknesses can you improve in your teacher given the reflective process of NBPTS?

AGAIN...Of course, splicing the video together like this is NOT okay for most NBPTS certification areas (check with your requirements. For example, Science has three video clips hooked together to show preteach, lab, and post lab discussion),

Having titles or additional "editing" features in the video in not okay. I added sound effects and cuts and titles because this was part of a parent communication project on which I worked.

It IS OKAY for a video to not be professionally filmed. Steven Spielberg has a pretty tight schedule. Lucas, too. Shakes, drops, falling microphones are all part of the expected process of video taping. The video quality does not count against you. You only need worry if the voices and faces of the students and you cannot be heard.

This video was not filmed as part of my NBPTS entries. Parent permission granted.

[if you are unable to view the video through this channel, try viewing it through Teacher Tube.]

QUICK TECH TIP: Download and view the How to Video, video put out by NBPTS. It is a wmv file so if you are a Mac user, you can get Flip 4 Mac which sets your Mac up to view wmv files within Quicktime (cool).

Video Taping, Small Group Clip

What are the strengths and weaknesses of this clip if used as a video for small group entry? (Granted, it is too short to do a full analysis, but what do you see that hits the standards in this 28 second clip? This is how you want to reflect on your teaching.)

Did you hear the one student state "TV!"? He was reacting to the camera being in the room video taping (there really was not a TV). Should I be worried about this? No. Just like a fire drill in the middle of taping or the student coming in the room late or the phone call in the middle of the lesson. These are real events in the teacher's life. How you deal with them will show your strength. Do you recover quickly from the telephone call? If so, why? You can talk to that and discuss the environment that you created and your ability to use teacher strategies.

What you have to ask yourself is the following, "Is what I show NBPTS on tape my teaching style?"

Is it you? Is it a bit of the best of what you do?" If the answer is yes, you have a video to write to in the entry. You want to get your videos filmed early so that you can spend time in the writing of the entry. It will take you time to get comfortable with filming yourself, having others watch you, and choosing the best videos so start that process early!

Did I mention the need to start the video taping process early? You do. It will help you become comfortable and critical of your videos. Better to have that accomplished early in the process, say before January, than later. You do not want to have to scramble for the videos in February. It will slow your entry writing process down.

This video was not filmed as part of my NBPTS entries. Permission granted by parents.

Discussion/Discourse: talking between students on the instructional topic; making meaning in a group; sharing confusion and working through it in a setting of students; teacher interacting only when purposeful; not lecture; not teacher-to-student-to-teacher with one answer responses.

[if you are unable to view the video through this channel, try viewing all of my sample videos through Teacher Tube.]

Video Taping, Part B

Part B of two parts. See Part A for instructions.

This video was not filmed as part of my NBPTS entries. Parent permission granted.

[if you are unable to view the video through this channel, try viewing all of my sample videos through Teacher Tube.]


QUICK TECH TIP: You can use You Tube or Teacher Tube to share small sections of your video with cohortians. HOWEVER, make sure that when you post the video, you (1) select the video as private and only invite those who you know are reliable, (2) that you do not give the video a name or use tags that makes it searchable. I recommend something that is udder rubbish "shg&thb9", and (3) that you delete the video from the host server when it is down. Use a small window of time to allow people to see, but not leave it up. You want to keep safe the integrity of the NBPTS process as well as your candidacy. And, not state it lightly, you need to keep the identities of your students secure.

Video Taping, Part A

It is crucial that you start taping as soon as you can (no...don't wait that long. Do it today.). If you start early, you will go through the crud that everyone goes through, but you will have done it early in your process, giving you an edge.

I want to read a video entry by the end of October from all of my candidates.

Logically, if strong teaching is happening in your classroom and an impact on student learning is occurring, you can film several times a week for NBPTS. If you are waiting for the "perfect" dog-and-pony show, or the lesson you would share when your principal comes in, your video taping process will become too more complicated than it needs to be. I filmed this video, the next day after taking with candidates, after returning from 5 days off due to surgery (you will notice my limp and lack of suit and tie).

This video is Part A of two parts.
A few years ago, after talking with NBPTS candidates early in the video taping process, and their reluctance to share their videos with the group, I filmed my lesson the next day which happened to be a small group activity on dialogue. This small group activity has small group work independent of the teacher, small group work with the teacher posing questions and fixing misconceptions, a portion of teacher as center of attention, and summary of lesson conducted by students. I happened to film this myself using a video camera on a tripod with a PZM microphone on a 20 foot cord.

It also happens to be my first day back in my classroom after being gone for a week from surgery (that is why you see me in informal attire and a bit of a limp). Items I may have brought up in my contextual information if I felt it appropriate.

In your videos, I suggest that the candidate watch the video through once to find what he/she believes to be the best 15 minutes (with some wiggle room on either side until completely decided). I would need to cut about 5 minutes from the video (part A+part B)

Once the 15 minute segment is decided, the candidate can watch and keep a transcript of what is seen in the video. Review your standards. I broke the paper on which I recorded the transcript into three columns: one for what I saw in students, one for what I saw in teacher, one for what I hear being said by either party. I jotted down every little action, because, as we all know, teaching is made up of carefully chosen actions that are different for each student and each situation. Why did I lean down when talking with that one student but not with that other one? Analyze and describe the conscious decisions being made.

What are the strengths, and equally important and often overlooked...what are the weaknesses. Be critical of yourself and do the same for your cohorts.

Then the candidate can share the video with cohorts to get their feedback. Again, the candidate needs to watch the video after getting the feedback to finalize the observations in the video.

It is crucial for the teacher to think about what is done on purpose and not to presume that the person reading the entry will know everything that the teacher knows. The information in the teacher's head needs to make it to the paper in order for the assessor to know the situation.

It is ALSO CRUCIAL that items important for getting the bigger picture of the lesson be in the write up if they are not in the video. For example, this video is day three of initial work on dialogue. Sharing 4 basic types of dialogue and 3 advanced types occurred. On day two we practiced writing them. Day three is a chacne to play around with, make mistakes, deal with misconceptions, and engage in a purposeful discussion of the dialogue before moving into day four which would be to solidify what we know about dialogue.

Then it is time to write the ENTRY. Use your directions; have your Notes page out; read the Rubric for a 4; and place your standards nearby.

This video was not filmed as part of my NBPTS entries. Parent permission granted.

If you have questions, post a comment and it will get to me. Leave your name so I know to whom to address the response. Or email me directly.

[if you are unable to view the video through this channel, try viewing all of my sample videos through Teacher Tube.]

Put Entry 4 On the Back Burner

Put entry 4 on the back burner. It is too easy for a candidate to fall in love with this entry and never let go of it. Do so. Put a final polish on it and move on to the video entries. Here is the rationale for this:

(1) A video entry will be more in line with what you do so it will feel more natural and take less time to write the first draft. It is, after all, a video entry of you teaching and that is what you do all day so you are already prepared. (remember, it does not have to be a perfect video--staged videos are discouraged and lame)

(2) You have spent time with the style of the NBPTS writing style so you are ready to use it in a new arena, a new entry. In this video entry you will use DESCRIPTIVE, ANALYTICAL, and....REFLECTION for the one video, rather than an overall reflection for all of your accomplishments.

(3) Getting into this writing will get you further into the NBPTS writing style as well as the portfolio which will aid you when you go back to Entry 4 to do the final polish. It is amazing how much better Entry 4 is after a video entry. (So why did we not start on a video entry? --Because back in July you did not have a class to video tape and Entry 4 is a way to get into the process and writing-- Ahh, I see.)

(4) If you get too attached to Entry 4, it will hold you back and you will find that you are unable to allot the same amount of time to the other entries thereby making the other entries feel left out and sad because they did not get enough "you-time". Don't let this happen to you.

This is also a great time to pack up Entry 4, just as a dry pack. Place all of the forms where they go, the cover sheets, and your accomplishments. You may find that you have more pages coming to you, or, that you have gone over the page limit (it is a complicated entry for formatting). You may also realize at this point that you have some documentation for which you need to find another option.

Use the archive to your right to find other posts to help you put Entry 4 aside. There is a post that is a refresher course on the 3 types of writing for NBPTS.

Ready to Video Tape? (of course you are)

For most certification areas, two of your entries will be video based. You need to read the specific requirements for these entries in your certification area to make sure you are clear with them subtle, often hidden, requirements. For example, in the English/Language Arts Large Group Discussion video, the dialogue must be two way, student-to-student, and teacher-to-student. It would be easy to video tape a discussion where the teacher asks the probing questions; gets a response from a student; and then moves on to the next question. However, this is not a Large Group Discussion. That is lecture.

WSU can offer you the followng support:
Cohorts and facilitators to think through and view your potential videos
Use of PZM (sound capture) microphones
Use of the NBPTS "How To Video", video
Some technical video problem solving
Video taping resources, part way down the screen from this link.

It is recommended that you video early in the year if only to get your students use to the camera and camera-person. Taping early also helps you to find potential problems in equipment, room set up, or in what is captured on video. Moreover, your video entries are (brilliantly enough) dependent on a video and are hard to write if you do not have the video. You do not want to be held back from writing these entries because you do not yet have the videos.

I put my camera on a tripod the first day of school and left it turned off just so it was part of the classroom. It did not take any effort. The bonus was that the camera did not cause any change in my educational environment when the class was filmed. It was always just the way it was.

It is recommended that each candidate watch the NBPTS video entitled, "How To Video", with their cohort as it will alleviate many of they questions you will have as well as prompt questions through which your cohort and facilitators can help you think. (We will view and discuss during the Large Group Meeting in October.) You can download and watch the full video rather than having it be in 3 chunks, here.

PRIOR TO VIDEO TAPING
1. Read the requirements of your specific video taping entry.
2. Consider the lessons you will teach this year that will capture the standards needed for that entry.
3. Video early to give the students time to adjust to the presence of a video camera.
4. Collect the Permission to Video Tape forms from the studetnts/parents and any adults in the room.
5. Check sound, tape, camera battery, microphone battery.
6. Watch NBPTS How To Video, video. If you missed it with you cohort, contact a facilitator for a copy of the video.

PREPARING FOR THE VIDEO TAPING
7. Find a videographer to shoot your video: tech class, parent volunteer, student, aide, colleague, principal, et al.
8. Sit down with your videographer and set them up for what you want them to capture, for which you want them ready.
9. Give your videographer a copy of your video requirements and the How To Video, video for solid preparation.
10. Have the videographer view a previous period where that lesson is taught so he/she can get the whole picture.
11. have the videographer video tape a lesson that you do not plan on using so that you two can watch it and talk.

THE DAY OF VIDEO TAPING
12. Check the video camera, batteries, and microphone.
13. Do you have enough tape or appropriate amount of tape left?
14. Do a sound check with the microphone by taping it, then watching it to see it sound is good enough.

AFTER THE VIDEO TAPING
15. Label and save the tape (I recommend making the tape "unerasable")
16. View your tape at home and write down observation; analyze; think reflection
17. Will the tape work? Is it a possibility? Do you need to do another video?

POINTERS, TIPS, and other bits of MOVIE MINUTIA
18. Dry run: equipment check, sound check, are of video capture good? (problems have occurred the day of)
19. Emphasize several times to your videographer that they should never stop the taping. (trust me)
20. Cover the on/off button with a top from a water bottle to avoid possible "Oooopsies"! (it has happened)
21. Take out the or push the "tab" thereby making it impossible to erase the tape when viewing (it does happen)
22. Additional Video Help (tips)

THINGS TO KEEP IN MIND, general
23. Video does not need to be professional. View the teacher and the student, have sound, show exemplary teaching
24. Get faces when needed, close ups of worksheets/materials to make it understood by the assessor, but not always does the video have to be on the speaker. For example, a student could be talking, but the camera could be on another student who is listening or responding in some manner in order to capture the response.
25. Read, read, read the requirements of your video tape entry. You, and only you, need to be the expert in this.
26. Watch a video of Travis teaching to put a person you know in your spot; if I am willing to place myself out there for analysis, you can do it too. Background to this taping: this taping was made the day after a NBPTS large group meeting where the candidates expressed continued reluctance to share their videos. This was shot in February (ouch, that would be getting close). Instructional context: this is the first day back in the class for Travis, after being out for a week. This would be Entry 3, small group discussion, where student-to-student interaction and discussion is needed for Travis' entry. Notice the not-so-professional-movement of camera and how the microphone is moved from place to place. No boom; however, for this entry--no big deal! The point being that if good teaching is occurring in your class, you should be able to video tape nearly every day. The NBPTS taping should not be a dog-and-pony show. It should be real, organic. Not filmed as part of Travis' NBPTS portfolio. Permission granted by parents.


REMEMBER TO GET THE PERMISSION TO VIDEO TAPE FORMS SIGNED BY THE PARENTS.

FAQs from the NBPTS website

**Candidates should be filming their entire classroom. In other words, every student on the roster who is present and whose parents/guardians have submitted a Student Release Form should be in the classroom when the film is being made. Teachers should not "pick and choose" which students to feature. (Non-NBPTS comment...there is a practical benefit from filming everyone (1) real teachers teach all students, not just the best ones. (2) real teachers reflect on lessons and if "things" happen in your video that allow you to reflect on and immprove your teaching craft, great. Areas for self-improvement are wonderful bits of writing for the reflection section.)

**Yes, your face should be shown clearly and sufficiently enough in the recording to identify you (the image of you in your photo ID and the image of you in your video should be similar enough to make an identification). However, what is more crucial in the video/DVD entries is that some of the footage allows assessors to see the facial expressions of both you and your students. Facial expressions, along with action and sound, provide assessors with important information about the effectiveness of the communication between you and your students. These elements plus the Written Commentary should work together to meet the entry requirements and give assessors a clear understanding of what you are trying to convey about your teaching.

**You are not expected to submit "professional" quality videos/DVDs for the portfolio. However, the video/DVD you submit should allow assessors to hear and understand all of what you say and most of what your students say. NBPTS allows for a 30-second or less technical sound problem on videos submitted in portfolio entries, provided that no substantive information was lost during that time. If this video/DVD meets this requirement, note briefly in your Written Commentary the problem that occurred during filming and that no significant discussion was missed during the technical sound problem.

**It is acceptable to have title menus at the beginning that shows Candidate ID and Entry number (this is similar to when you start any DVD). This is acceptable as long as only your unedited video entry is evident after “play” is started. Each DVD burning application works a little differently - some Macs automatically create a slide show that plays during the menu with clips from the video. You will not be penalized for this. Be sure to use your Candidate ID number and entry; do not include your name in the menu.

**It is recommended that the highest quality video tape be used for filming.

**DVD-R, the "minus" R should be used if you are planning on sending in a DVD

As always, good luck; keep working; and let us know how we can help you. We can support you best when you tell us. We take a great deal of our lives for this cohort because we believe so much in the certification. Please advocate for yourself. Your facilitators...


QUICK TECH TIP: Once you have pulled out or moved the tab so your tape cannot be deleted, put a copy of your tape on a VHS tape to share with others (so the original is not destroyed) or import your video into your computer, making a digital copy that you can use to share and burn DVDs later. It is real easy to cut the start and stop points of a video when it is digital.

The Wait

The Wait

You have now entered "The Wait." October/November will be unbearably long. The NB Board of Directors meet sometime in late Oct/early Nov and 'certify' the scores. How long after that until they are released depends upon logistics. The latest the scores have been released (to date) was Nov 30 in 2000.

Below is a humorous post about the NB process that has appeared over the years. Some of the info is outdated as the Nov results no longer come by FedEx, portfolios are no longer due on April 15th, etc The procrastination persists, as we all know.

Good luck to all!
Time Schedule , "Author Unknown"

While various people do various things, this is what many of us eventually do...


1. Sit down over the summer break and plan when entries will be written, when taping will be done, and when editing will be finished. Allow at least a week at the end just to pack the box.

2. In late January, revise the schedule that you haven't exactly followed. Plan to be finished by April 1st.

3. By mid-February, begin to panic. At first, the symptoms are mild...spending inordinate hours reading the message boards, drinking on Fridays with other candidates just to commiserate, ignoring the students' papers piling up on your desk.

4. Sometime in March, spring break arrives. You spend the entire week in your pajamas while the rest of the world plays outside in the beautiful weather. Start a major household renovation during this week and wash every piece of china in your house.

5. Panic more seriously in late March when you still have no video that makes you happy, only two entries are written, and your kids ask you daily, when is that national board thing going to be over?

6. Spend some time the first of April trying to recall your own children's names, apologizing to your principal because you screamed at her when she asked you to serve on a committee, and finally do your laundry--you can NOT keep buying new underwear on the way home forever. Contemplate more "perfect" lessons to tape.

7. By the end of the first week in April, call all your friends (by now, mostly ex-friends) to ask them to come over the read your stuff...4:00 a.m. is the best time to make the call. Make ONE MORE videotape. Find another online worksheet you can copy so you can keep your class busy while you work on National Boards. And call UPS to see when the last possible moment is that you can mail the box.

8. Spend most of the night of the 14th in Kinko's. Call the airlines to see if you can still get on a plane to New Jersey to deliver the box in person if you miss the shipping deadline. Pack and unpack the box six times.

9. At the last possible moment, make a mad dash to the 24-hour shipping place. As soon as you get home and finish crying, take a nice long hot shower; you haven't had one in three days, you know.

10. On the 15th when the box is finally in the mail, drink mass quantities of whatever makes you feel the worst the next day along with others who just sent their boxes (people who are not NB candidates can no longer communicate with you). Talk trash about the one candidate who mailed hers a week early.

11. Spend the 16th in some catatonic state that you'll never remember except for the 27 times you logged onto the Fed Ex site to track your package.

12. On the 17th, get reacquainted with the world. Is that man your HUSBAND?? And whose kids are these? Do you remember the names of the other teachers in your hall??? And who is going to grade all these papers???

13. On the 18th, start the panic for the assessment center...it's only two months away and this time, you're going to be PREPARED IN ADVANCE!
What to do

Original list from Here.

Photo by Noo

Assessment Center

The assessment center is 6 exercises that differ for each certificate area. This is where you show much of your content knowledge.

Some find the assessment center stressful because it is a "test" and oddly enough, many teachers find that to be tough, especially when timed. If that is the case, the best way to reduce the stress to a performance level is to prepare. Listed below are some ways to prepare; some resources for preparation; and some thoughts.

But first, a quick thought--still other candidates find the assessment center to be the easiest part of the process. It has a finite amount of time. You already know the content for which you teach.

At the bottom of our downloads web site, you will see a variety of resources.

I recommend using our assessment center handout as a way to get started. It is organized with many jumping off points.

Make sure you get a copy of WEA's most recent Assessment Center Handbook in PDF form. If you do not have one, email me, wittco.gmbh@gmail.com.

Here is a non-NBPTS endorsed way to simulate the experience of writing your responses on a computer. Ledesma’s Assessment Center Simulation I do recommend that you take your released assessment center exercises and practice writing for 30 minutes on a computer. It is a different feel than just thinking through it. Your released assessment center exercises (as well as a description of all six) are located in the Scoring Guide.

NBPTS does have a tutorial, although it is more like a watch-orial. However, the best way to feel prepared is to prepare. If anything, it reduces stress which allows you to show what you do know. (Aside--the assessment center experience is not stressful.) NBPTS Assessment Center"tutorial"

Information regarding the assessment center. Assessment Center for the NBPTS

Self explanatory, What to expect in the assessment center

Sample prompts and the 6 areas of testing for all NBPTS certification areas (BOTTOM OF PAGE). Similar to some of the Scoring Guide information.

CELEBRATE!!!

Your boxes are off to their destination. Some boxes have already made it and a confirmation to your NBPTS "My Profile" in your has been posted. It is time to celebrate that this part of your process is done! It is hard for people who have not been through this process to imagine the amount of work, pain, learning, frustration, and love that is within that blue box.

But it is in there. And now that it is, it is time to let the box go.

DAMEN states, The day I sent my box away I checked the packing at least three times even after having checked it the day before and the day before that. I arrived a few days before the deadline to mail it off and happened to show up as the UPS delivery guy was loading up for the evening. The box was fully taped and ready to go. As I was getting out my wallet to pay I was asked how much are the contents worth and if I would like insurance. Thinking to myself that I can not afford "priceless" which is what I replied to the lady I simply let the box go - without insurance and watched, with a tear in my eye, as it was tossed into the truck and driven away.

You know that tracking number they give you, well it's a bunch of crap. It does not tell you where your box is! It is not anything like I wanted. I wanted a laser guided tracking system controlled by NASA and forwarded from some satellite to my computer. I wanted it to show every movement my box made as it went from the truck, to the delevery guy's hands, then to some warehouse in Portland where it sat on a golden shelf. I wanted it to show background checks on every hand truck and forklift operator who came within 20 feet of my box along its journey. That did not happen, so as I stared at a USP tracking/confimation site with no changes. I eventually grew bored and looked at my entries to see if I screwed up. Big mistake - DON'T DO IT! Put all NB Entries away for awhile. What you might find will only drive you crazy, like it did to me. Enjoy your time and have a drink, you deserve it!

Cherie states, It was a nerve-racking few days before I sent my box off to be read. I was earlier in the process than the others and I had no cohort to help me through. I took a day off of school (sick – cough, cough) and with a friend checked and double checked all the steps. That night I then packed it again with my husband. We drove it to the 24 hour post office by the airport (don’t think it is 24 hours anymore). I paid for the tracking and sent it on its way (the tracking worked for me). I watched it move across the country on my computer and saw it reach its designated location at 10 AM the next day. I never did feel I was done and was glad the time forced me to send it off. That night, my hubby and I stopped for some libations on the way home at Beaches. He was as happy to see it leave as I was. He had to have read my pieces at least 5 times each. It was off to the cabin for the weekend and we watched movie after movie and just vegged out.

Renee states, Hmmm. Well since I sent it twice I'll tell you both stories. I went to the WSU packing session and packed up the box with Cherie, she was so great and helpful. I remember it being a really muggy day and I felt so sweaty and anxious. Later that evening I went out to dinner with my husband at Mc Cormick and Schmicks on the water to celebrate. The next day I took the box to the post office by PSU and sent it.

Next story...
I packed up my box at home on my dining room table and I had my husband recheck everything. I started to notice that he was getting really stressed out through this process, even more than me! We raced down to that same post office by PSU that I had visited some time before to do the exact same thing. As I walked through the doors I felt a strong sense of deja vu and I hoped that the workers didn't recognize me from last year, (just kidding). I really remember just wanting to be done...forever! I sent my box and then arrived a little late to my friend's bachorlette party and had a great time that evening feeling a little bit lighter on my feet knowing I was just about done.

Travis states, That turning the box in was the celebration. It was a mental and emotional release. I had set the goal to complete my portfolio by March first. And I did. What I did then, was put it up on a shelf, fully packed, and let it sit. I like to ruminate, think through things. I find myself analyzing or reflecting on something while biking here or walking there. By putting it up on the shelf, it gave me the space to be done, but to allow my brain to continue to think about it in case I wanted to make any changes. If I did, then I would still have the time to go back in and fix that one section that I suddenly realized needed a bit of evidence. I did not make any changes, but knowing that I could was good. After school, I mailed my box off on the 15 of March (in my day, the box had to be RECEIVED BY March 31--can you imagine?). I then drove home and had a wonder celebration meal with my family. I mentally patted myself on the back.


For some of you, the next step is the assessment center. Your facilitation cohort will do mini-lessons on this topic in your April meeting. In addition, if you attended Home Stretch, you had some assessment center time. The assessment center assesses content knowledge so you already know what you know. You are not really going to be able to "study up" for it. However, what you can do is plan and prepare. This is what your cohort will do in April. You will have time to share thoughts and get strategies from others.

If you need some assessment stuff in the meantime, check the bottom of our downloads site for assessment center information. Here is also a handy handout. (P.s....the handout is awesome!)

If you do not have a copy of WEA's current copy of their handbook for the Assessment Center (passed out at Home Stretch) email me, wittco.gmbh@gmail.com. I will get a PDF version to you.

There will be a post on the assessment center first part of April.

Photo, courtesy of olvwu.