1. Network to Transform Teaching (NT3) NBPTS/KEA/Gates Foundation Investment in Board Certification By System Leaders

2. Clear PROBLEM Common AIM Common THEORY OF ACTION Common METHODOLODGY for inquiry Common MEASURES NETWORK STRUCTURE Features of a Networked Improvement Community

3. Clear PROBLEM Common AIM Common THEORY OF ACTION Common METHODOLODGY for inquiry Common MEASURES NETWORK STRUCTURE

4. Why is there a significantly lower % of candidates in certain congressional districts? The Question

5. 1 3 4 2 6 5 KY Congressional Districts

6. Clear PROBLEM Common AIM Common THEORY OF ACTION Common METHODOLODGY for inquiry Common MEASURES NETWORK STRUCTURE

7. Goal Aim 1 Increase the number of teachers in the board certification process each year, from 2,090 in 2013-14 to 8,000 in 2015-16, with at least a 50% or more increase in candidates in high-need schools. 2 By fall 2016, schools, districts, and states capitalize on instructional expertise of board-certified teachers so that over two years we increase by 50% the percentage of board-certified teachers in identifiable instructional leadership roles. We are a network of states and districts leading the transformation of the teaching profession by developing and strengthening systems to make board certification the norm and capitalize on the instructional expertise of board-certified teachers.

8. Goal Aim 1 Increase the number of teachers in the  5 th Congressional District in the board certification process each year, from 2,090 in 2013-14 to 8,000 in 2015-16, with at least a 50% or more increase in  a focus on candidates in high-need schools. 2 By fall 2016, schools, districts, and states capitalize on instructional expertise of board-certified teachers so that over two years we increase by 50% the percentage of board-certified teachers in identifiable instructional leadership roles. We are a network of states and districts leading the transformation of the teaching profession by developing and strengthening systems to make board certification the norm and capitalize on the instructional expertise of board-certified teachers.

9. Clear PROBLEM Common AIM Common THEORY OF ACTION Common METHODOLODGY for inquiry Common MEASURES NETWORK STRUCTURE

10. Visit Co-ops to introduce the National Board Process and make connections between evaluations systems and common core –Brochures –Fact sheets –Maps showing # of NB in districts Visit individual school districts –Support our grant offers –Support district was willing to give –Benefit to the districts and schools for having National Board Teachers (impact on student) –Show connections between PGES, content, impact on student learning (shared responsibility for district and teachers) Hold orientation for teachers who were interested Build our hub (core committee) Theory of Action

11. Stress with superintendents the leadership potential of NB and the impact they could have in their district. Action Continued

12. Stress with superintendents the leadership potential of NB and the impact they could have in their district Action Continued

13. Clear PROBLEM Common AIM Common THEORY OF ACTION Common METHODOLODGY for inquiry Common MEASURES NETWORK STRUCTURE

14. Traditional Intervention (National Board) Implementation (Sites) Evaluation Judgment of Intervention’s Quality NIC HUB AB Q NY NVKY WA SF Design Testing Cycles Implementation Coordination Support Mechanism for spread

15. Traditional Intervention (National Board) Implementation (Sites) Evaluation Judgment of Intervention’s Quality Gates Grant NIC

16. Surveys Focus groups Anecdotal notes from administrators, teachers, coops and universities Build relationships Lee County Floyd County Example: Shaping Board Policy (Publicity) Kentucky Teacher Methodology

17. Discuss the achievements of NB teachers with awards, grants that all make schools look good Offer opportunities to have Teachers become leaders as NBCT team members, mentors Continued Opportunities to connect –Follow up co-op meetings –Emails and phone calls Next Steps: building a resource of what each district offers as support for candidates and NB teachers Methodology

18. Clear PROBLEM Common AIM Common THEORY OF ACTION Common METHODOLODGY for inquiry Common MEASURES NETWORK STRUCTURE

19. October 19, 2013 = 187 Candidates February 28, 2014 = 357 Candidates

20. What site-specific characteristics that influence leaders' willingness? What should be in the talking points? Where is the best place to reach people? Which districts are most likely to invest in board certification? How will sharing the value of board certification to other districts and states influence system leaders? What characteristics influence leaders' confidence to do this? How does research add to the value proposition? How do snappy marketing materials persuade leaders? Will lessons learned from other states and districts support leaders' investment? Change Package Aim 1 Questions: