National Board Certification
for Principals (NBCP)
Integrated System
Core Propositions
Educational Leaders
Standards
Principal Leaders
Assessment
Principal Leaders
Scoring Rubric
Score
All Core Proposition Working Groups
1
1
1
1
1
1
1
1
2
2
1
2
1
1
1
1
NBCT
1
1
1
Teacher Leader
2
1
1
1
2
1
1
1
1
1
1
Higher Education
1
1
Principal/Asst. Principal
School Administration/District Level
Organizational Leader
1
2
1
2
1
1
1
3
1
1
Core Propositions Overall
5.00
4.50
Average Rating
4.00
3.50
3.00
Teacher (N = 1844)
Teacher Leader (N = 358)
2.50
Principal (N = 2578)
All Respondents (N = 4851)
2.00
1.50
1.00
Provide a substantive vision of and
foundation for what educational leaders
should know and be able to do
Provide substantive vision of and
will remain the foundation for
accomplished educational leaders
for the next decade
Rating Category
Teachers: Only Licensed Teachers
Teacher Leaders: Licensed Teacher Leaders (All are also Licensed Teachers)
Principals: Licensed Principals (2520 are also Licensed Teachers or Teacher Leaders)
All Respondents: All Teachers, Teacher Leaders, Principals and Other
Principal Eligibility
Resolved,
that the Board of Directors adopts the following
eligibility requirements for principal leader certification:
• Hold a bachelor’s degree,
• Have completed three full years as a principal leader,
• Possess a valid required states license for that period of
time, or, if a principal where a license is not required, have
been a principal in schools recognized and approved to
operate by the state and federal government.
• Further, the committee recommends that the same eligibility
requirements apply to assistant principals, adding the word
assistant prior to principal.
Pamela Salazar
Associate Professor of Practice
and Educational Leadership
Las Vegas, NV
James L. Pughsley
Former Director, Darden-Curry
Partnership for Leaders in Education
Charlotte, NC
Where We Are Now
Technical Advisory Group (TAG)
•
•
•
•
•
•
Lloyd Bond
Robert Lee Linn
Richard Luecht
Gina Schuyler Ikemoto
Michael Rodriguez
Gary Skaggs
Assessment Overview
Overarching Committee
Guidelines to NBPTS
•
•
•
•
Active, relevant site-based evidence
Process and systems based evidence
Content measured through application
Consistent accomplished performance
Naming Conventions
Accomplished Principal Working Portfolio
 Entries: Components with supporting
evidence
Accomplished Principal Profile
School Effectiveness
Contextual Profile
and Strategic School
Plan
Student Efficacy
and Growth
Teacher Efficacy and
Effectiveness
Parents and
Community
Engagement
Principal Leadership,
Personal Reflection
and Growth
Continuous
Improvement and
Accountability
Types of Evidence
•
•
•
•
•
•
•
School Profile
School Plan
Case Studies
Interview
Video or Audio
Survey(s)
Written documentation
Standard Representation by Entry
Entry
One
Standard
1. Leadership For Results
2. Vision and Mission
3. Teaching and Learning
4. Knowledge of Students
and Adults
5. Culture
6. Strategic Management
7. Advocacy
8. Ethics
9. Reflection and Growth
Strategic
Plan
Entry
Two
Entry
Three
Entry
Entry
Entry
Four
Five
Six
Parent and
Student Teacher
Principal
Community
Continued
Efficacy Efficacy
Leadership,
Engagement
Improvement
and
and
Growth and
and
Accountability
Growth Growth
Reflection
Empowerment
Behavior
Dimension Description
Gathering Data
Gathering a rich variety of relevant information from a wide range of credible sources providing diverse
perspectives about the internal and external environments.
Analyzing Information and Identifying
Solutions
Analyzes, interprets, and links information leading to evidence based solutions.
Thinking Flexibly
Continuously evaluates options from many different perspectives and selects the course of action most
likely to lead to the required outcome.
Valuing others and their perspectives
Create and nurture a safe and open culture where each individual's thoughts, needs and perspectives
are heard and understood so that each member of the learning community feels included and
valued.
Collaborating
Create and sustain a cohesive culture of teamwork where individuals from across the learning
community work together, combining thoughts, ideas and resources to achieve common
objectives.
Developing Human Capital
Establishing high expectations about the performance of all adults and students in the learning
community and providing challenging development experiences required to meet those
expectations.
Cultivating Ownership and Support
Continuously influencing stakeholders by involving and engaging them in the development, articulation
and delivery of a shared vision, mission and goals of the learning community.
Building Confidence
Building a school culture where there is a strong and decisive leadership supporting the self efficacy of
each stakeholder, and the stakeholders confidence in the organization's collective ability to realize
the vision and mission.
Communicating
Establishes sound community processes where clear, consistent and targeted messages in the
appropriate media are effectively presented to the relevant audience.
Planning, Implementing, and
Empowering
Developing and implementing evidence based strategic plans designed to move the organization toward
achieving the vision and mission, through empowering the key stakeholders.
Goal Setting, Monitoring, and
Adapting
Collaboratively setting challenging, realistic targets, continuously monitoring the progress and adapting
plans to successfully achieve the vision and mission.
Stakeholder Centered
Ensuring that every strategy, plan and action is aligned and focused on actualizing the vision that all
students and adults will learn and perform at high levels.
16
Leadership
Survey
Table 2: Dimensions Measured in the Engagement Survey
Engagement Dimensions Measured
Group
Students
Level of Academic Challenge
Student–Staff Interaction
Active and Collaborative Learning
Enhancing Educational Experiences
Student Commitment Levels
The School Environment
Parents
Level of Academic Challenge
Student–Staff Interaction
Active and Collaborative Learning
Enhancing Educational Experiences
Student Commitment Levels
The School Environment
Parent–Learning Community Interaction
Level of Academic Challenge
Active and Collaborative Learning
Enhancing Educational Experiences
Teachers and Nonteaching Staff The School Environment
Work and Community Engagement
Work Withdrawal
Student–Staff Interaction
Active and Collaborative Teaching
Student Commitment Levels
Parent–Learning Community Interaction
Organizational Citizenship
Turnover Intentions
Broader Engagement Statement
Level of Academic Challenge
Active and Collaborative Learning
Enhancing Educational Experiences
The School Environment
Work and Community Engagement
Work Withdrawal
Student–Staff Interaction
Active and Collaborative Teaching
Student Commitment Levels
Parent–Learning Community Interaction
Organizational Citizenship
Turnover Intentions
Broader Learning Community
Principal
Engagement
Survey
Levels of Proficiency
Level
Description
Type of Behavior
5
Legacy
Exemplifies visionary leadership actions and initiates
change at the cultural level resulting in systems that
achieve desired and sustainable results beyond the
presence of the principal.
4
Advanced
Shows visionary leadership actions and initiates change
at the cultural level resulting in systems that achieve
desired and sustainable results.
3
Core
Takes leadership actions and manages change at the
organizational level resulting in systems that achieve
desired results.
2
Undeveloped
Takes limited leadership actions and reacts to change at
the situational level resulting in inconsistent results.
1
Counterproductive Takes actions that detract from the performance of self
and others resulting in undesired results.
Pilot Test Design
• Southern Regional Education Board (SREB)
Purpose of Field Test
• Validate certification process
• Ensure process is meaningful and fair
• Ensure process elicits evidence of
Accomplished Principal Standards
• Validate scoring procedures
• Establish cut-score
Field Test Participant Selection Process
Principal Characteristics
• Gender
• Race/Ethnicity
School Characteristics
• School Level
• School Context
• School Size by Enrollment
• School Poverty by Percent Students Qualifying for Free or
Reduced Lunch
Principal Certification Field Test States
Alabama
Arkansas
California
Colorado
Delaware
Florida
Georgia
Illinois
Iowa
Louisiana
Maryland
Maine
Nevada
Ohio
New Mexico
Texas
New York
Washington
North Carolina
Cahn Fellows Program for Distinguished New York City Principals
Principal Leadership Institute (PLI), University of California, Berkeley
Field Test Participant Requirement
• 400 participants
• 600 Participants
2,000 Applicants
Due November 30 – Submitted January
Entry One: Contextual
Information and Strategic Plan
• Written and visual contextual information
(not scored)
• Learning Community Engagement and
Leadership Survey (not scored)
• Analytical Report
• Vision and Mission Statement
• Strategic Plan
On-Going Structured Support
•
•
•
•
•
Webinars by developmental groups
Focus groups
E-mails
Announcements
All Webinar videos on account site
Changes in Practice
• Accomplished Principal Standards provide a framework
• Core Propositions for Educational Leaders demonstrate the
complexity of the role
• Reflection – Evaluate own leadership as well as school,
teacher and student performance
• Rather than drive fire truck to put out fires, purposeful
structure to days
• Start focus on journey rather than destinations
• Acting on feedback from surveys
Certify the Best and
Grow the Rest
NBCP Strategic Initiatives
• Tiered Licensure
• Higher Education Credit
• Reciprocity
The Benefits
• Standardization
 Common definition
 Efficiency of Scale
• Serves the Continuum




Preparation
Induction
Certification
Beyond