Center for Teaching Excellence September 6, 2015 Center for Teaching Excellence

Center for Teaching ExcellenceApril 19, 2023

Center for Teaching Excellence


Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary


Shawn Barry NBCT 2004 English Language Arts Adolescence and Young Adulthood Millcreek Township School District Erie County

“The National Board process has been the most important and influential process that I have completed in my career. Through reflection and analysis, I am better able to discern what is effective and meaningful for my students. Being involved in the National Board process has changed how I view teaching and myself as a teacher.”


The Five Core Propositions

1. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to students.

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

Common Standards

knowledge of students knowledge of content/fieldinstructional resources learning environmentequity, fairness and diversity assessment collaboration with families and community professional responsibilitiesanalysis of the teacher and his/her practice as a reflective

learner

Teacher Self Analysis

Key Aspects of This Standard

Clear, Consistent, Evidence of My Demonstration of This Standard

Possible Improvements

My Improvement Plan

Portfolio Entries

#1 -- Student work + materials + written commentary #2 – Video of whole class discussion + written commentary #3 – Video of small group instruction + written commentary #4 – 8 major accomplishments demonstrating student

impact of: Partnerships with families and community Collaboration with other educators Professional development

Portfolio Written Commentaries

DESCRIPTIVE ANALYTIC REFLECTIVE

CLEAR CONSISTENT CONVINCING EVIDENCE

STUDENT IMPACT

DEMONSTRATION OF STANDARDS THAT ARE FOCUS OF THAT ENTRY


Assessment Center Exercises Adolescence and Young Adulthood Mathematics

Exercise 1: Algebra -- Candidates will demonstrate knowledge of theoretical, graphical, and symbolic representations of functions, and the interrelationships that exist between two concepts in Algebra.

Exercise 2: Calculus -- Candidates will demonstrate knowledge of limits and continuity, differentiation and integration, and the ability to apply the knowledge to meaningful situations.

Exercise 3: Discrete Mathematics -- Candidates will demonstrate knowledge of sequence and series, probability, and counting theory.


Assessment Center Exercises Adolescence and Young Adulthood Mathematics

Exercise 4: Geometry -- Candidates will demonstrate the ability to use deductive reasoning to construct a proof, explain the interrelationships between two important concepts in Geometry, and apply measurement formulas to a three-dimensional figure generated by the rotation of a two-dimensional figure about an axis.

Exercise 5: Statistics and Data Analysis -- Candidates will demonstrate knowledge of Statistics and Data Analysis to graph a normal distribution of a given situation and find various probabilities; identify and explain types of association, effects on trend lines, and values of correlation coefficients; graph and provide a numerical analysis of given data; and explain an important statistical concept.

Exercise 6: Technology -- Candidates will demonstrate knowledge of the appropriate use of technology that will support instructional goals, and errors and limitations associated with graphing calculators.


National Board Certified Teachers (NBCT’s) by State

Nearly 74,000 NBCTs As of December 9, 2008

WA2717

OR227

CA4240

AK103

HI203

NM387

CO398

WY198

MT74

UT161

AZ556

NV385

ID347

KS297

NE70

SD66

ND30

LA1389

AR1116

OK2307

MO490

IA627

MN319

TX472

OH2932

KY 1608

TN 338

AL1546

MI272

IN137

MS2897

IL3191

WI589

WV422

VA1765

NC 14211

SC6498

GA2503

FL12670

DC 47

VT110

NH18 ME

154

NY880

PA496

MD 1364DE 430

NJ 173CT 132

RI 338MA 474


So What is NBPTS?

National Board for Professional Teaching Standards

a nonpartisan, nonprofit, nongovernmental organization created in 1987

offers a voluntary, national assessment program for preK-12 classroom teachers

generously supported by federal, state, corporate and foundation funds

governed by a board of directors, most of whom are teachers


NBPTS: History

Two landmark reports: A Nation at Risk (1983) A Nation Prepared: Teachers for the 21st Century

1986The Report of the Task Force on Teaching as a ProfessionRecommended raising the standards for teachers by

creating a National Board for Professional Teaching Standards

Recommended redefining teaching as a career


NBPTS MissionTo 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 these standards

advocating related education reforms to integrate National Board Certification into American education and capitalize on the expertise of National Board Certified Teachers


National Board Certification

recognizes experienced educators for the quality of their practice

signifies that a teacher or school counselor: is accomplished has met challenging professional standards as evidenced by

performance-based assessments

is a powerful professional development experience based on high and rigorous standards for what accomplished teachers and school counselors should know and be able to do


Scoring

based on evidence submitted by candidatesvideo recordingsstudent work samplescandidate analysis – descriptive, analytic and reflectiveresponse to assessment center prompts

No one teaching or counseling approach is mandated or rewarded.

Each portfolio entry’s instructions contain criteria by which the entry will be scored.


Scoring Results and Feedback

reflect the degree to which assessors were able to locate clear, consistent, and convincing evidence that the candidate has met the Standards specific to his/her certificate field

Only the evidence provided is evaluated. Final total weighted score is computed. must meet the performance standard of 275 points


Score Report Example

ENTRY OR EXERCISE NAME RAW EXERCISE SCORE (RES) WEIGHT (W) WEIGHTED SCALED SCORE (RES X W)

Portfolio Entry 1 3.000 16.00 48.00Portfolio Entry 2 2.375 16.00 38.00Portfolio Entry 3 2.625 16.00 42.00Portfolio Entry 4 2.500 12.00 30.00Assessment Center Exercise 1 2.750 6.67 18.34Assessment Center Exercise 2 3.000 6.67 20.01Assessment Center Exercise 3 2.375 6.67 15.84Assessment Center Exercise 4 2.500 6.67 16.67Assessment Center Exercise 5 1.750 6.67 11.67Assessment Center Exercise 6 3.375 6.67 22.51Sum of Scaled Scores: 263Uniform Constant: 12TOTAL WEIGHTED SCALED SCORE

275


Score Banking and Retakes

Portfolio entry and assessment exercise scores are banked. may continue to attempt certification for 24 months from

date on initial score report may retake any combination of portfolio entries and/or

assessment entries on which did not meet the entry/exercise performance standard

original entry/exercise score will be replaced with the new score, even if new score is lower


Certificate Renewal

National Board Certification is awarded for ten years. may only renew in original certificate area must complete before original certificate expires can apply in 8th, 9th, or 10th year of certification complete a Profile of Professional GrowthRenewal candidates show the connections they make

between their continued professional growth and student learning.


Qualified applicants must have:

Who is Eligible?

at least 3 years’ experience as a preK-12 classroom teacher or school counselor in a public or state-approved nonpublic school

a bachelor’s degree from an accredited institution a valid, unencumbered teaching license, or a license to practice as a

school counselor (if applying for the School Counseling Certificate), where required

NOTE – PA funding of $1250 of the $2500 candidate fee is only available to Teachers and school counselors who are PA residents Teachers and school counselors who are currently serving in PA

schools


Why Become a NBCT? NBCTs attest to the positive effects the National Board Certification

process has on their teaching practice. NBCTs work with advanced professional standards and standards-

based assessments of pedagogy and content knowledge. NBCTs develop new ways to help students learn. Having a national certification system contributes to the enhancement

and credibility of teaching and school counseling as professions willing to hold themselves accountable to high standards.

Achievement of this highest symbol of professional teaching excellence will be recognized by colleagues, administrators, parents and community members.

Research indicates that NBCTs positively impact student learning.


Beth Cerulo NBCT 2002Social Studies History

Adolescence and Young Adulthood Millcreek Township School DistrictErie County “National Board Certification is a

process that continues long after official certification is granted. It has enhanced the way I view my responsibilities as a teacher by helping me to analyze and focus on how each teaching decision I make impacts student learning. Using my own classroom practice makes this process relevant and rewarding.”


Why Become a NBCT? (Candidates report that the process takes 200 to 600 hours to

complete.)To be successful teachers must examine their skills and

knowledge and be willing to take an honest look at their teaching practices to evaluate both strengths and areas for improvement.

Most agree that going through the process revolutionized their approach to the challenge of teaching.

They became more reflective and improved their practice by making changes that improved student learning.


National Board Certified Teachers as Leaders

improve student learning serve as instructional leaders and model effective teaching

practice in their schools and districtsunderstand and promote standards-based learning earn a greater voice in deciding what happens in their

classrooms and schoolsare often recognized as leaders of their profession by their

school districts and their colleagues build a collaborative learning community in their school


National Research Council

Committee on Evaluation of Teacher Certification by the National Board for Professional Teaching Standards

2008, 340 page report after Congressionally-mandated 30-month study

To evaluate the effectiveness and impact of National Board Certification

“Assessing Accomplished Teaching …”Addresses issues:

Impact on teachers who obtain, attempt but are unsuccessful, and who do not apply

Impact on student achievement Cost-effectiveness


National Research Council

Teachers who earn board certification are more effective at improving their students’ achievement than other teachers.

improves teacher retention considered a powerful professional development experience School systems vary greatly in the extent to which they

recognize and make use of board-certified teachers.The report makes recommendations for the kind of research

that is needed to fully evaluate the impact of board certification by the NBPTS.


ResearchMore than 150 studies have examined National Board

Certification and the majority (75%) found NBCTs make a significantly measurable impact on teacher performance and student learning, engagement and achievement. Students of NBCTs score 7-15 percentage points higher on year-

end tests. More math NBCTs helped their students achieve larger testing

gains in 9th and 12th grades than their non-certified colleagues-demonstrating particular benefits among special needs, African-American, and Hispanic students.

Students of NBCTs exhibit deeper learning outcomes more frequently than students of non-NBCTs.


First Time Candidates – Federal Funding As funding enables, the Pennsylvania Department of Education will

utilize federal NBPTS Candidate Subsidy funds to award qualified candidates 50% of the $2500 certification fee in the form of a scholarship totaling $1250.

Deadline to apply -- December 14 annually

Pennsylvania Funding Available


First Time Candidates – State Funding In 2006, 2007, 2008, and 2009 the Commonwealth of

Pennsylvania awarded scholarships in $1250 increments (50% of the tuition cost) per qualified candidate based on established criteria.

As funding enables, PA will continue this funding of ½ of first-time candidate fees.

Funding will be available to PA residents serving as teachers or school counselors in PA public schools.

PA Deadline to apply -- December 14 annually



First Time Candidates – State Funding In future years, there will probably be a cap on the # of

candidates that may be funded by the state. Priority certificate areas:

Early Childhood Education Math or Science Secondary

Priority Schools: Candidates teaching in any school that has been identified as Needs Improvement or in Corrective Action under the NCLB AYP Program definitions

All other funds will be awarded to all NBPTS certificate areas on a first-come first-served basis.



Advance Candidates

The Pennsylvania Department of Education will provide up to $700 in state subsidy funds to eligible advance candidates to retake up to two entries/exercises per year of eligibility, as funding enables.

Funding note – In the 2009-2010 retake cycle, the PDE will provide $350 in state subsidy funds to eligible advance candidates to retake one entry/exercise.




Candidate Release Time As funding enables, the state will provide reimbursement to school

districts for substitutes for National Board candidates, to complete their National Board Certification activities. up to three days up to $100/day

School districts are not required to grant leave for candidates. School districts may request reimbursement at

www.education.duq.edu/nbpts.

Funding note – in the 2009-2010 candidate cycle, funds for substitute reimbursement will not be available.


Pennsylvania Centers for Teaching Excellence

four geographically distributed centers:

Gannon University, Erie

East Stroudsburg University

Duquesne University

Temple University

established fall of 2006 by the Pennsylvania Department of Education

provide information about National Board Certification

support pre-candidates, candidates, and advance candidates for National Board Certification


Pennsylvania Centers for Teaching Excellence

Process Support

Awareness: providing information on National Board Certification and Pennsylvania support for candidates to teachers, school administrators, school board members, parents, and community members

Recruitment: working with administrators and other groups to increase candidate numbers in Pennsylvania

Candidate Support: providing guidance and support to candidates as they apply for certification, build their portfolios, and prepare for Assessment Center exercises


2010 - 2011Candidacy Calendar

NBPTS Applications Open NBPTS Application deadline PA Application deadline portfolio submission deadline complete Assessment Center

exercises receive scores no later than

January 1, 2010 December 31, 2010 December 14, 2010 March 31, 2011 January 4 - June 15, 2011

December 31, 2011


Center for Teaching Excellence Gannon University

two support programs, available at no cost, awarding 90 Act 48 hours each, have been developed: NBPTS Candidate Preparation I – each spring or summer NBPTS Candidate Preparation III – each fall

also available for three graduate credits eachcan be the 2 electives in a Master of Education in

Curriculum and Instruction; cohort could be formed in this region



NBPTS Candidate Preparation I foundation for understanding the National Board concept of master

teaching exploration of the NBPTS Five Core Propositions in-depth study of content area specific standards and how they relate

to the propositions and to development of the NBPTS portfolio practice writing about teaching and student work in the required

descriptive, analytic and reflective styles application of these writing styles in preparing a draft of Portfolio

Entry 4: Documented Accomplishments



NBPTS Candidate Preparation III support as participants complete NBPTS portfolio entries and prepare

for assessment center testing exploration of the decision making process in order to analyze entry

choices in relation to the NBPTS Standards and the practice of master teaching.

development of personal goal calendars preparation of classroom-based portfolio entries, which participants

will analyze, self-score, and share submission of completed portfolios to NBPTS as a final course

requirement.

Candidate Prep I in IU10

9:30 a.m. – 4:00 p.m.Saturdays March 6, March 20, April 17, and May 1 – 2010Bellefonte High School “Blended” support programOnline collaboration between face to face sessions Facilitator – Dr. Kristen Dewitt, NBCT

*************************Group would continue with Dr. Dewitt in Prep III in

Fall/Winter 2010

Planning for Further Awareness in the IU10 Region

Discussions with district administrative teamsAfter school informational sessions in 3-4 sites around the region

Weeks available: November 2-6November 16-20January


Center for Teaching ExcellenceGannon University

Linda S. Cook, Director

Phone: (814) 871 – 5358

or 1-800-GANNON-U, ask for ext 5358

E-mail: [email protected]

Web site: www.gannon.edu/nbpts

AJ Palumbo Academic Center Room 2019

Documents

Center for Teaching Excellence September 6, 2015 Center for Teaching Excellence