1. Network to Transform Teaching Supporting Educator Effectiveness Development Presentation to the Board of Directors The National Board Unpacking The Problem of Student Growth in the SEED Project

2. The ability of board certification to identify highly qualified teachers suggests that it offers a potential policy lever for increasing teaching quality throughout the system if it were used in ways that have not yet been tried on a large-scale systematic basis, such as by using board certification in hiring, promotion, and assignment decisions; systematically using board-certified teachers as mentors or as teacher leaders; or by targeting incentives to encourage board-certified teachers to work in the more difficult schools. (NRC, 2008, p. 229) National Research Council: A Call to Action

3. Instructional Core & National Board Certification Teachers Students Content Teachers know the subjects they teach and how to teach those subjects to their students Teachers are committed their students and their learning 5 4 3 2 1 Teachers think systematically about their practice and learn from experience Teachers are members of learning communities Teachers are responsible for managing and monitoring student learning

5. Dimensions of our “Problem” Problems of Student Learning, Adult Practice and Leadership Practice Problems of National Board Certification Support and Leadership Systems

6. Problem of Leadership Practice Rationale & Evidence Problem of Teacher Practice Rationale & Evidence Problem of Student Learning Rationale & Evidence How does National Board Certification address the “problems” in our high needs schools?

7. Problem of Leadership Practice Rationale & Evidence Problem of Teacher Practice Rationale & Evidence Problem of Student Learning National Board Certification Standards are uniquely positioned to address the problems of student learning in HNS. How does National Board Certification address the “problems” in our high needs schools?

8. Are there problems of student learning uniquely related to and generalizable to students in high needs schools? Where to look for evidence of the problem: –Problem of student learning as conveyed by candidates in HNS through their submitted National Board entries that includes student work. –Problems of student learning and adult practice as discussed in focus group of NBCTs Unpacking the Problem of Student Learning

9. Middle School in San Francisco Unified School District 2 candidates – Literacy & Early Adolescent Science Analyzed two entries from candidates –ELL Students- Access to Vocabulary- Science –ELL and Special Ed- Reluctance to speak in class Data Background

10. Problem of Leadership Practice Rationale & Evidence Problem of Teacher Practice National Board Standards provide specific guidance for addressing student learning in HNS. Problem of Student Learning Rationale & Evidence How does National Board Certification address the “problems” in our high needs schools?

11. Are there problems of adult practice uniquely related to and generalizable to teachers in high needs schools? Where to look for evidence of the problem: –Problem of student learning as indicated in the teacher-created standards for National Board Certification. Knowledge of students Diversity, Equity, Fairness Assessment –Problems of student learning and adult practice as discussed in focus group of NBCTs Unpacking the Problem of Adult Practice

12. Problem of Leadership Practice Principals and other administrators can leverage the learning of NBCTs or candidates to impact student learning. Problem of Teacher Practice National Board Standards provide specific guidance for addressing student learning in HNS. Problem of Student Learning National Board Certification Standards are uniquely positioned to address the problems of student learning in HNS. How will the NIC and National Board Certification address the “problems” in our high needs schools?

13. National Board Certification Indicators of change in leadership practice Indicators of change in teacher practice Leading Indicators of student learning Student Outcomes If… (actions) Then… (actions)And then… (results) Leaders encourage and support teachers through the National Board Certification process uniquely tailored to teachers in high needs schools. Teachers will embed the standards (KoS, Equity and Fairness and Assessment) of National Board into their practice and become more reflective practitioners. Students in HNS will reap the benefits of having a board certified teacher leading not only to increase student learning, but teacher leadership at all levels of the system.

14. Dimensions of our “Problem” Problems of Student Learning, Adult Practice and Leadership Practice Problems of National Board Certification Support and Leadership Systems

15. NO YES Eligible? NO Register for NBC Make commitment to support system Precertification activities (e.g., Jumpstart) Establish long-term support professional learning community Participate in ongoing support Drop off? Complete and Submit NBC Component(s) Additional Components or Retakes Needed Achieve National Board Certification Teacher leadership opportunities and professional learning Celebrate! Support? Professional Capacity? Time? Money? Pursue NBC? Process: Teacher Becomes National Board Certified Withdraw Drop off? NO YES

16. NO YES NO YES Process: NBCT into Formal Instructional Leadership Role NBCT Continue to receive long- term support Participate in training for leadership skills Learn about specialty areas Identify / obtain mentor in speciality Hired? Learn about opportunities for formal teacher leadership Pursue formal teacher leadership? Select specialty area Apply skills to specific context / role Interact with colleagues, principals, and other school leaders Join teacher leader network / learning community Change specialty area? Apply for job Nominated for teacher leadership role NO

17. 2000-2008 The National Board for Professional Teaching Standards (National Board) relied on earmark federal subsidy. Funds supported: –Creation and Revision of 25 sets of unique content and developmental level teaching standards that covers 95% of school positions. –Candidate fees & support 2008-present - SEED is a federal grant – takes the place of NB federal subsidy. –Absolute Priority 3: Advanced Certification and Advanced Credentialing Evolution of the SEED Project

18. 1.Increasing the number of highly effective NBCTs in high-need schools. 2.Increasing the number of highly effective NBCTs in instructional leadership roles serving in high-need schools. SEED Aims and Partners Site Partners (ABQ, KY, NV, NY, SFUSD, WA Carnegie Foundation for the Advancement of Teaching Department of Education American Institute for Research (AIR) National Board

19. Common THEORY of practice improvement AIM 1: Increase the number of candidates for board certification in high-need schools AIM 2: Increase the number of board- certified teachers in instructional leadership roles in high-need schools Recruit teachers for board certification Support teachers through board certification Create instructional leadership roles Recruit board-certified teachers for instructional leadership roles Prepare board-certified teachers for instructional leadership roles Support teachers in instructional leadership roles