Professional Development and National Board Certification in the United States Presented by Barbara B. Kelley, Chair National Board for Professional Teaching Standards

1 Country, 50 States 50 Education Systems

Factors that influence teacher professional development decisions Intrinsic (Unaffected by policy) Extrinsic Licensure System Employer Policies Compensation System Opportunities for new roles and responsibilities

Maine’s Licensure System Provisional License Valid for two years Teacher must work with local support team Must develop and complete a Teacher Action Plan Must receive the recommendation of local team to advance to professional license Professional License Valid for five years Teacher must work with local support team Must develop and complete a Teacher Action Plan Must receive the recommendation of local team to renew professional license

Compensation System Incentives Salary differentials or bonuses for: Advanced degrees (Masters, Doctorate) Continuing education units Multiple subject matter endorsements High need subject areas (math, science) Placement in low-performing school National Board Certification

NBPTS Mission Statement To advance the quality of teaching and learning by: 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 those standards. Advocating related education reforms to integrate NBC in American education and to capitalize on the expertise of NBCT’s.

NBPTS Five Core Propositions Teachers are committed to students and their learning. Teachers know the subjects they teach, and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice, and learn from experience. Teachers are members of learning communities.

Structure of the NBPTS Assessment PORTFOLIO – Collaborative in nature  Three Classroom Based Entries – 16% each 2 Video, 1 Student Work Based  One Documented Accomplishments - 12% Collaboration with Colleagues and Families Contributions to the Profession ASSESSMENT CENTER – Test Secure Six thirty minute prompts – 40% total Major Focus - content knowledge 

Candidate Feedback 92% said the process of National Board Certification made them a better teacher. 89% said the process equipped them to create stronger curricula and better evaluate student learning. 80% said that the process helped them develop a framework to use state content standards to improve teaching.

The APPLE Criteria Administratively Feasible Professionally Credible Publicly Acceptable Legally Defensible Economically Affordable

Quality Professional Development Assures depth of content knowledge Is data driven; reflects best research Contributes to measurable improvement in student learning Requires and provides appropriate support, time and resources Is designed by those who will participate in it collaborating with experts in the field Addresses individual, collegial and organizational improvement Is job embedded and sustained