National Board for Professional Teaching Standards
Transforming the Teaching Profession
March 21, 2016
2016 - Collaborative Conference on Student Achievement
Elizabeth Edwards, National Board for Professional Teaching Standards
Dr. Sonja Brown, North Carolina Department of Public Instruction
Setting the Stage for Dialogue
We will Explore…
•
National Board, Past and Present;
•
Professional continuum;
•
Board-certification Process Revision; and
•
Exemplar Models and Resources.
•1959
•1983
•1985
•1987
•1994
The National Board’s early years
•
•
•
• Myron Lieberman
proposes
“educational
specialty boards” as
a workable
approach to merit
pay
Maintaining high and rigorous standards for what accomplished teachers
should know and be able to do;
Providing a national voluntary system certifying teachers who meet these
standards; and
Advocating related education reforms to integrate National Board
Certification in American education and to capitalize on the expertise of
National Board Certified Teachers.
• A Nation At Risk is
published,
galvanizing reform
efforts
• Al Shanker delivers
three speeches on
education reform,
incl. idea for
National Board
• Carnegie’s Task
Force on Teaching
as a Profession
begins
• National Board
founded as a result
of A Nation
Prepared: Teachers
for the 21st
Century, the report
of the Task Force
on Teaching as a
Profession
• First teachers
become National
Board Certified
Where are we today?
A Vehicle for Transforming Teaching
• Build a pipeline to accomplished teaching and Board Certification.
• Raise teaching standards by investing in Board Certification.
• Spread the expertise of Board-certified teacher
More than 100 organizations are using this vision to urge policymakers and
education leaders to ensure well-prepared and effective educators for every child.
•
•
American Association of Colleges for Teacher Education
American Association of State Colleges and Universities
Take a moment to reflect…
Why is this important to you?
Why is this important for the profession?
Which student doesn’t deserve to
be taught by an accomplished
teacher?
How are we going to reach our goal?
How did the medical profession transform?
“In the 19th century, the medical profession was
generally weak, divided, insecure in its status and its
income, unable to control entry into practice or to
raise the standards of medical education. In the
twentieth century, not only did physicians become a
powerful, prestigious, and wealthy profession, but
they succeeded in shaping the basic organization and
financial structure of American medicine.”
The Social Transformation of
American Medicine
Paul Starr
The Medical Model
Pre-preparation
• Undergraduate or postbaccalaureate program
• Bachelor’s Degree with
pre-med curriculum
• 4 years+
Preparation
• Medical school
• MCAT to enter
• Accredited program
with preclinical and
clinical components
• 4 years
• Grants M.D. degree
Induction
• Residency
• Supervised training
under senior physician
educators at teaching
hospitals
• 3-7 years (depends on
specialty)
• Culminates in license
Licensure
from state to practice
• USMLE taken in stages
• Step 1
• Step 2CS and 2CK
• Step 3
• Required for unsupervised practice
Professional
practice
• Professional
practitioner
• Can pursue board
certification
• Ongoing
Board
certification
• Assessment given by
specialty board
• Maintenance of Certification
(MOC) requirements
• Renewal every 6-10 years
The result of “board certification the norm”
in medicine
The “guarantee” from the medical profession to the public and to patients
is crystal clear:
You will be treated by an
accomplished practitioner of medicine,
one who has been trained by expert practitioners and whose practice
meets the high standards of the profession
Moreover, accomplished doctors are seen as leaders and accorded high
levels of respect and prestige, which enables them to better serve patients
according to their needs
As a result of this continuum, board
certification is the norm in medicine.
What could be the result of “board
certification as the norm in teaching?
The “guarantee” from the teaching profession to the public and to students
would be crystal clear:
You will be taught by an
accomplished practitioner of teaching,
one who has been trained by expert practitioners and whose practice
meets the high standards of the profession
Moreover, accomplished teachers would be seen as leaders and accorded
high levels of respect and prestige, which would enable them to better
serve students according to their needs
Board-certified Teachers
Impact Student Learning
• Foster a deeper understanding of content
• Improve student learning and achievement
• Prepare future-ready students
Board-certified Teachers
Impact School Culture
• Build learning communities
• Serve as school leaders
• Mentor
• Strengthen community
• Provide public distinction
Research Supports Board-certification
New Research: Washington state: “[Board-] certified teachers are more effective than non-certified
teachers with similar experience,” according to researchers Cowan and Goldhaber. Their findings suggest
NBCTs produce gains of “approximately 2 weeks of additional learning in elementary classrooms and
middle school reading classrooms and about 1.5 months of additional learning in middle school math
classrooms (Cowan & Goldhaber, 2015).
North Carolina Research: Charlotte, NC: “We found that NBCTs were significantly more
effective...than their non-NBCT counterparts in several EOC tested courses: Algebra II, Biology, Civics and
Economics, Chemistry, and Geometry” (Salvador, Baxter (2010).
How will we continue to elevate
the profession?
Our goal: A strengthened career
continuum for all teachers
1
2
3
Building practice to an accomplished level
Getting boardcertified
Spreading instructional
expertise
Master teacher
Novice teacher
Pre-service
teacher
Residency
Induction
Professional
teacher
Board-certified
teacher
Teacher leader
School leader
Performance Based and
Peer-reviewed
Certification
Process
Portfolio (60%)
Assessment
Center (40%)
National Board Certification Process
• CONTENT KNOWLEDGE
C1
• A computer-based assessment to demonstrate knowledge of and pedagogical practices for their
certificate area.
• DIFFERENTIATION IN INSTRUCTION
C2
• This portfolio entry provides teachers with the opportunity to highlight their ability to evaluate learning
strengths and needs for individual students; plan and implement appropriate differentiated instruction for those
students; and analyze and modify instructional strategies and materials based on ongoing assessment.
• TEACHING PRACTICE & ENVIRONMENT
C3
• This portfolio entry captures details about instructional planning, direct evidence of the teaching practice from
two video recordings and instructional materials, and the teachers analysis of and reflection on their teaching as
displayed in two video recordings.
• EFFECTIVE & REFLECTIVE PRACTITIONER
C4
• This is a portfolio entry that requires evidence of a teacher’s impact across their professional responsibilities as
an educator including their students, peers, and community.
Maintenance of Certification (MOC)
Renewal is required every five years
● Reflects tremendous changes in education in the past two decades since
National Board Certification was first introduced.
● Aligns with the movement of 40 state licensure systems to a
five-year renewal period.
● Reflects the National Board’s effort to make certification more affordable and
efficient for all teachers, so that that it can become the norm in the profession.
http://boardcertifiedteachers.org/maintenance-of-certification
What does this look like?
• School cohort model
• NEA and AFT programs
• State incentives and funding support
• District and local school incentives and
• NBPTS
and USDOE Teach to Lead program
support
• NBCTs
servingMaster’s
as mentors,
facilitators, adjunct and IHE faculty,
• University
programs
superintendents,
• Harding principals, assistant principals, instructional
coaches.
• UNLV
• CSU
What resources are available?
Video: https://youtu.be/Np-3go04li4
To learn more about ATLAS click
here.
Questions?