Measuring What Matters 2008

8/9/2019 Measuring What Matters 2008

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Te Eects o National BoardCertication on Advancing 21st

Century eaching and Learning

A eacherSolutions eo by 10 Nonl Bod Ceed eces

Cene o ecn Qly

MesnW Mes


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eceSolons | Center or eaching Quality

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the five core propositions

eces e commed o sdens nd e lenn.

eces know e sbjecs ey ec nd owo ec ose sbjecs o sdens.

eces e esonsble o mnn ndmonon sden lenn.

eces nk sysemclly bo e cce

nd len om exeence.

eces e membes o lenn commnes.

Photo Credit: National Board or Proessional eaching Standards; erry Ashe, photographer


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ContentsFoewod .................................................................................................................................... 5

A Cll o Ledes Oen Lee o NBCs .....................................................................11

Execve Smmy ................................................................................................................15

Inodcon ............................................................................................................................21

P I Nonl Bod Cecon nd Sden Lenn ..............................................25

P II Nonl Bod Cecon nd ece Lenn .............................................39

Fndns nd Recommendons ............................................................................................47

Poles o e eacherSolutions NBC em ..........................................................................51

Resec Smmes ...............................................................................................................55

Noes ........................................................................................................................................59


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M E A S u R I N g W h A M A E R S

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ForewordLsenn o Nonl Bod Ceed eces(NBCs)

Moe so n eve beoe, olcymkes nd e blc beleve e e oAmecn blc edcon ess w eces. Ove e ls 15 yes, sdye sdy ons o e owel eecs o qled eces nd qlyecn on sden cevemen. howeve, oo clden nd ose o coloe sll less lkely o be by ood eces no me ow oods dened.

unonely, lle consenss exss mon eseces nd olcymkeson ow o dene qled ece nd ow o mos eecvely deny ndewd eecve eces.

e se o ecn n Amec s nsed no soe o ssoneesonse. Bookselves e lled w esec eos nd nk nk olcyomes bmmn w oen conlcn escons o w ls one oe nons mos mon oessons. Some eomes cll o eceso be oessonlzed w oe sndds, oos cedenln,nd ncenves o ec o cee. Fo em, knowlede o ecn ndexeence me mos o sden lenn.

Oes cll o ecn o be deeled so moe cdemclly oenedbeed o eces cn be ced o ecn nd ene clssooms qckly wo oo mc concen o e edoy ey know o ow lon eysy. Fo em, enssm nd wllnness o cllene don memos o sden lenn. Ec sde s s emcl evdence, wc eycmon s ey we ble n e ecn qly ws. e NonlBod o Poessonl ecn Sndds (NBPS) s ond s wy no emddle o s debe, wc oen kes on ed se/ble se-lke qly.

Feled by e ecommendons o e 1986 Cnee Fom on Edconnd e Economy eo, A Nation Prepared: eachers or the 21st Century,NBPS s been bl on e bele e ecn oesson ws Amecsbes oe o eson e nons comeve ede nd clled o eceon o n dvnced cecon sysem dened nd ewdedeces wo me sndds. NBPS ws ceed w e ol odeemnn wee cones know e sbjecs nd ow o ec emeecvely o dvese lenes ecns doble elx.


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cones by non-NBCs on se-dmnseed mlle-coce ess. A ew oes some sn e sme d ses ve eceddeen conclsons, sesn eews bsclly no deence n e cevemenlevels o sdens wose eces ened eesos NBPS cedenl, ose wo edb led o en , ose wo neve ed oe e cecon, o ose wo ened e e sden es-scoe d ws colleced.vOe eseces ve sced vey deenconclsons s o wee e Nonl Bodssessmen ocess does ndeed omoe

ece lenn mens somen osden cevemen.

Some o ese sdes e sbsnl nd dwon e cnons o sond edconl esec.Oes e less neesed n scollyncles n n conmn soson.Neveeless, e meodoloes nd dbsessed by e eseces ve ved mmensely.None e mmne o meodolocl oblemso socomns. Decsons mde by esecesbo ow o selec e smles, w vbles

o nclde n e sscl eqons, o wocome mesemens o se ll nlence endns lmely sce.

Wle e vs mjoy o e esec on eeecs o e Nonl Bod ssessmen ocesson ece nd sden lenn s qe voble,med eos ne n one om dsmssve ocosly oel o ovely enssc. eblk o wn ond e Nonl Bod nde e o e ecn oesson ends ose one none ccesc dsnceom e eveydy eles o odys scools. As esl, e blc ndesndn o NBCs smddled nd ncomlee. I s me o e omNBCs emselves.

Te Nonl Bod Cecon ocess, desned o25 deen sbjec es nd sden develomenl

e levels, s vey sml o wys oe oessonsjde e ccomlsed cones. Te ssessmenocess, wc coss $2,500, demnds cnddesw les ee yes o exeence comlee oolo mos e os o n AcecReson Exmnon, s well s n onlne beymesn eces conen knowlede. Dne ocess, cnddes e eqed o nlyze vdeoecodns o e clssoom ecn, ssess wy esdens mee (o do no mee) sndds, docmene edconl ccomlsmens osde o eel clssoom, nd oe evdence o ow eeos move sden lenn.

Te Nonl Bod eos oly 40 ecen oeces wo comlee e ssessmen ceve dvncedcecon n e s em e seso 65 ecen by e d y. Snce e lnc o seld ess n e ely 1990s, e ocess s dened64,000 eces wo ve ened e dsncon oben Nonl Bod Ceed. Mny NBCs cn beond n ses lke No Coln nd Flod weeolcymkes ve enced comeensve ncenveso eces o ce n e ocess nd mee ssndds. Alo esen Nonl Bod Ceedeces only eesen bo 2 ecen o o nonseces, leme mke s been se o w mens o be n ccomlsed ece.


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Lsenn o e Rel Exes eces

s eacherSolutions eo, wen by em o 10 ly sccessl NBCs,bns nqe des o e debe ove denyn eecve eces. I smed eln olcymkes len om nd w some o o nonsbes clssoom edcos. s eo ncks e esec on e NonlBod Cecon ocess n wys donl edcon eseces ndlbo economss js do no know ow o do.

Ts osndn em o NBCs (see . 51 o ls o cns) evewed wde ne o Nonl Bod esec sdes nd ced n webns w nmbe o scols wo condced o nlyzed e esec ndns. Teyexmned e os nd cons o deen esec meods, nd ey led

e own exeences o w ey ed nd lened lwys eecn one nesecon o le-scle emcl d, e own develomen s exeeces, nd e ne o e sdens ey ec nd seve. Tey delbeednd debed mon emselves. Tey lso eced o o collees ncldnmembes o e ece Ledes Newok o enee ddonl esecvesnd nss. s s e odc develoed lely wn e bondeso o vl commny so sysem. Dn e dy, ese en NBCs sdens nd coced e collees. In e evenn, ey woked ons eo.

e nss ke s beyond e sl eoc, e blnke ccence ocen cecon emes, o e nqesonn wllnness o ll bck on

sden es scoes s e mjo mesemen o ecn eomnce. eysek boldly o ow nd wy sden es scoes me nd wee ey llso n denn qly ecn nd lenn o 21s ceny scools.

Tey lso el exln e concn esls eoed by eseces bo emes o e Nonl Bod ocess. Tey elcde wy nd ow NBCs myno odce e sden cevemen ns dn e ye ey cey. Teyoe zo-s ecommendons o eseces wo don ossess decndesndn o scool conex nd s elons o ece eecs. Andey cllene olcymkes o so oms no only develo moeNBCs b lso ewd em o sedn e exese.

We e deely el o e so ovded by e Nonl Bod oPoessonl ecn Sndds n s eo. A e sme me, s mono sy NBPS n no wy consned o eos n denyn e NBCswo woked on s eo o emed o nence e ndns. NBPSwned n ndeenden evew om NBCs nd s s . I m cllynkl o e ledes o Jose A. Aeebee, Pesden nd CEO


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o NBPS, wo qckly embced e de o n ndeenden evew o eesec on e eecs o e Nonl Bod Cecon ocess by NBCsemselves. In mny ccles, s s sll novel de.

We e lso ecve o Dooe Annosoolos, Jll hson Be,Lnd Dln-hmmond, Dn goldbe, Ann hmn, Do hs, ndJn hnzcke eseces nd scols wo ve s e me ndexese. Ec ws sm, cos, nd oen nd oved ey oocold len onlne s ey woked w e NBC em n CQs vllenn commny envonmen.

As yo ed s eacherSolutions eo yo wll qckly see nd eel ese 10 ly ccomlsed eces lke mny osnds o oe

eces n o non e wlln nd ble o dvnce e oesson ne bes neess o e sdens, scools, nd commnes ey seve. seo s es elee w e knowlede, exeences, nd nss.Red celly. ey e e el exes.

Barnett BerryFounder and CEOCene o ecn QlyJne 2008


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An Oen Lee o Amecs Nonl BodCeed eces

De Collees,

We e dvese o o en Nonl Bod Ceed eces (NBCs) omcoss e non, commssoned by e Cene o ecn Qly (CQ) nde Nonl Bod o Poessonl ecn Sndds o consde e mc oNonl Bod Cecon on o sdens, o cce, nd o oesson.

Wokn oee s CQ-soed eacherSolutions em, we ve sen moen sx mons sdyn e exsn esec nd blsed onon bo eNonl Bod Cecon ocess. O mnde s been o olly ndcnddly ssess e nence o nonl sndds nd cecon o eces,bo s olcy nve nd oessonl ow exeence. In don so, weve eeced no only on eseces ndns nd ecommendons b on oesonl exeences n mny deen ecn conexs.

In esec, s eo s nqe. I s e s o oe e esecve o eleces wo wok n el clssooms eces wo, lke yo, ve so ndened Nonl Bod Cecon nd ve been oondly cned by eexeence. We ben s wok convnced by e evdence o o own cce e sndds nde dn e Nonl Bod Cecon ocess no only deneccomlsed ecn b ve e oenl o nsom o scools. T s sllo convcon ody.

As esl o o collbove joney, we ve lso ned deee ndesndno e cos dmns e mc o qly ecn sndds on scooleomnce. Ce mon em s s:

Teachers are not yet considered ull partners in the important work oeducational reorm.

We beleve Nonl Bod Ceed eces e nqely osoned o cllenes oded eceon o eces s mee nsmens o olcy nd no co-ceos. I s me o NBCs o se w we know, s exemly eces, o ledo scools, collees, nd olcymkes owd moe eecve decsons ndcces ocsed on enne sden lenn.

A Call to Leadership


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Addtotheknowledgebaseabouteectiveteachingthroughclassroom-basedesec docmens nd seds des bo cce.

Becomeinformedandactiveparticipantsinthediscourseabouteducationalolcy mes, om e bldn level o e nonl en.

Serveinmentoring,peercoaching,andotherinstructionalleadershiproles so collees wo e svn o move e cce.

Speakoutonkeyquestionsandissues,fromateachingperspective.

Designourowncollaborativeexperiencesforprofessionallearningandledes develomen, cen obs vson o w mens o be neecve ece lede nd sn vson oee.

We encoe NBCs o look ond, o scnze e olcy en nd eeveydy cces o yo scools nd dscs. Do you believe, as we do, that theteaching proession is at a critical juncture? Which road lies ahead?

Wll ecn become ecncl occon, sed by evolvn-doo cde oeny-level knowlede wokes wo ollow nsconl emles nd e jdedby now d ses?

O wll we nlly develo nd elze conceon o ecn s comlex,nnced oessonl wok, soed by son bse o knowlede nd

consn nqy, nd mked by commonly cceed nd oos snddso cce?

I NBCs l o seze e oony o ledes ows o o o sedcevemen, we beleve Amecs eces e mc moe lkely o vel e s n e second.

Tee s mle evdence o-down mndes ve no moved sdenlenn o ece-ooed o scools. Te blc s comn o see yocnno ec clden om e lls o Coness o e cbcles o edconblsn oses. As NBCs, we ve demonsed o msey o eecveecn cce. We ndesnd ow o ec sdens e es levels o

lenn.

We know w o do. B we eve oe o move om know o do, we mustalso learn to lead at the highest levels.

O bes o yo o collees,

The TeacherSolutions NBCT Team


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We believe National Board Certied eachers (NBCs) are

uniquely positioned to challenge this outdated perception o

teachers as mere instruments o policy and not co-creators.

It is time or NBCs to use what we know, as exemplary

teachers, to lead our schools, colleagues, and policymakers

toward more eective decisions and practices ocused on

genuine student learning.

Oen lee o Nonl Bod Ceed eces

om e eacherSolutions NBC em


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In e ll o 2007, e Cene o ecn Qly (CQ) nd e Nonl Bodo Poessonl ecn Sndds (NBPS) commssoned o em dveseo o 10 Nonl Bod Ceed eces (NBCs) om coss e non o

consde e mc o Nonl Bod Cecon on o sdens, o cce,nd o oesson.

Emloyn CQs eacherSolutions ece ledes model, we sen moe n sxmons sdyn exsn esec nd blsed onon, nevewn esecesnd oe scols, nd cnddly delben mon oselves bo e NonlBod ocess. All o o conveson evolved ond cenl qeson: What havebeen the eects o a national standards and certication process or teachers both as apolicy initiative and as a proessional growth experience?

O eo s e s o oe olcy esecve om e on o vew oclssoom eces wo ve so nd ened Nonl Bod Cecon. Inen o ndns nd ecommendons, o eacherSolutions em dewno only on e le body o Nonl Bod esec nd e mny csemen om e nonl olcy debe, b on o own oessonlexeences s NBCs wokn n mny deen ecn conexs.

Ovevew

To o collecve sdy nd dloe, we ve fmed o bele eNonl Bod ocess ovdes n excellen oony o ece ownd develomen. We ve lso conclded e cen meodoloessed o mese e eecs o s dvnced cecon ocess on sden

cevemen nd ecn qly ve ye o yeld cce esls dlemm seks o le sses o sden lenn nd ssessmen n nsomn edconl envonmen.

In e onon dscose ond 21s ceny lenn o odys sdens, eee ew ons o bsole eemen. Does 21s ceny lenn men n nenseocs on m, scence, nd ecnoloy se, w cle, qnble lenn ols?Does men demonsble new econ o lobl czens, olence,cles, nd lnes? Sold we be e-mn o edconl des ndoms owd nnovon, ceve nkn, desn, nd collboon?

Te debe connes, b mos eveyone seems o ee on wo ons. Te non

ms esce s edconl ols nd cces o mee e e needs o oczeny nd s mos mon esoce o clden. And eces wll emnccl nd cenl o cevn ese ols.

As National Board Certifed Teachers who practice our proession daily inAmericas diverse public schools, we see a large gap between the emerging visiono good teaching or 21st century needs and the outdated tools and languagecurrently used to appraise and quantiy teacher eectiveness. Ts dcoomy

Executive Summary


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ws en n mc o e Nonl Bod esec we esed. Te esecesconclsons nd olcy mlcons wee oen bsed on limited or misguided thinkingabout what eective teaching looks like, nd e evlon o sden nmen wsnely lwys conned o es scoes, no enc wok odcs oe ml-dmensonl evdence o lenn.

I s comlced cllene o mese ecn nd s mc on sdens, bdfcl nd mon wok deseves eqlly comlex nd ol ssessmen.Beoe we cn ssess (nd elce) eecve nd enn ecn, we need c nd well-develoed o o w looks lke om eveydy clssoomcce o s end odc, sden lenn. We cnno be ssed w e lmed,ndeqe nomon bo ecn qly yelded by snddzed es esls.

In o evew o e esec, we wee lso sck by e inadequate vision o qualityproessional development n mny o e sdes delve no e elonsbeween e Nonl Bod ocess nd oessonl ow. We ond llecknowledemen the crucial catalyst or meaningul and sustainable proessionalgrowth is a rich description o accomplished practice. We beleve e snddsnd execons o sden lenn must be ccomned by vbn, deledce o w sccessl eces know nd cn do o ec ose ols.Te exsn esec does no embce, mc less llmne, s conce oexceonl, sklled ecn.

O non enly needs obs descos nd evlons o ecn ndlenn mc e knowlede nd sklls needed by czens n s newmllennm. We beleve e ncles nd oosons nde d NonlBod Cecon eesen oos b exble ondon nd emle cnel Amec oee e ecn oce we need o d o cnn wold.

We sense a sea change in Americas thinking bo w mens o old sdensnd eces cconble o lenn bo e e menn o skesedcon n lobl economy wee we cn no lone ke o eemnence oned. I wold be onc nd c , n e mds o n emen newconsenss bo eecve scooln n e 21s ceny, e ndeqces o cenesec csed o nons olcymkes o lose n o bes exeml occomlsed ecn.

Fndns nd Recommendons

O cel exmnon o e esec nd e olcy lndsce sondnNonl Bod Cecon leds s o oe ecommendons o ee

dences: eseces, olcymkes, nd e Nonl Bod o Poessonlecn Sndds.

Fo Reseces

Mc o e esec mesn e mc o Nonl Bod Cecon ocsessolely on sden es scoes. Tese snddzed d oe convenen nd


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edly vlble esec bse b cnno lly ce e vle ccomlsedeces dd o sden lenn. Reseces need o sk deen qesons ndse mlle, dvese ndcos o ecn eecveness n scenn e mco NBCs on sden lenn, nd e mc o Nonl Bod Cecon onece cce.

RelevantstudieswillmeasuretheeectsofNationalBoardCerticationonsden lenn sn mlle meses (e.., enc ssessmens, ojec-bsed lenn odcs, sden enemen, edced dsclne, do-oes) s well s e snso d esln om snddzed ess.

CarefulresearcherswillengageNBCTsthemselvesintheprocessofresearchsdy desn nd develomen n ode o cee moe obs esec models nclde mlle meses o sden ow.

Researchersshouldconductmorestudiesonthedimensionsofeectiveecn, ow eces dvnce sden lenn, nd ow ey sed eexese. A oenlly c esoce o nom s esec s e mssvend conssenly ded lby o vdeos, commenes, nd sden woksbmed o NBPS om cecon cnddes nnlly. Sdes soldexmne e o e o NBC sbmssons o nd commonles nd benexndn nd deeenn e denon o w eecve ecn looks lke.

ResearchersshouldfurtherexaminehowNBCTsserveasanorganizational

esoce o e ene blc edcon sysem. Fo exmle, scols mdeny nd docmen scool-bsed models wee NBCs ve been eecvend exmne ow o bn ese models o scle, eodcn em n dveseconexs.

Beforeproposingpolicyinterventions,researchersshoulddemonstrateaclearndesndn o e oses nd ocesses o Nonl Bod Cecon.In e cen esec clme, we see oo mny exmles o esecesedenn ese oses nd ocesses (wc ve been clely sed byNBPS) o e own olcy ends.

Fo Polcymkes

Mc o e olcy debe ond Nonl Bod Cecon s ken lceo o e en o NBCs. As esl, olcymkes ve oen ced woconsden e nss o exe cones wo ve sccesslly comleed eocess nd led e ndesndns ey ned o e own oessonl wok.

Here is what NBCs know rom their experience as candidates and mentors o other

candidates: Te Nonl Bod Cecon ocess cn seve s n excellen oolo deny qly ecn nd move oessonl cce. I sold be vewedo e lens o ncesn mn cl, no scly om e esecve oso-em coss nd benes. Sm se nd locl olces wll so cnddess ey o o e ocess nd en clze on e ledes nd sklls o


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ose wo sccesslly comlee . Once s dynmc envonmen s ceed ndssned, we e conden ecn qly wll move.

Policymakersshouldcraftpolicyaroundspecicgoals,suchasoering

ncenves nd me o NBCs o sed e nsconl exese o wdene o collees, e n ocsn on smly odcn moe Nonl

Bod Ceed eces.

Policymakers,whohavealreadymadesignicantinvestmentsinNationalBod Cecon n mny jsdcons, sold dvoce o e exnson oledes oones o ll NBCs nd emsze oms ncesee olon o NBCs wo e eces o colo.

ToincreasethepopulationofNBCTsworkinginhigh-needsschools,

olcymkes wll need o so olces nd cces move wokncondons o eces n ese scools, so ey wll be conden o soom scool nd sysem ledes dn e Nonl Bod ocess.

Policiesthatpromotehighqualityprofessionaldevelopmentdirectlyalignedw Nonl Bod Sndds cn odce d movemens n eecn qly o scool. Tese olces wold cee ncenves o ecesnd dmnsos o jonly esce e scool dy o ovde me ocollboon, oles o ledes, nd oones o eces o seNonl Bod Cecon.

PolicymakersshouldsupporthybridteachingrolesforNBCTssotheymayec sdens o e dy nd lso sss w oessonl develomen,cclm evson, menon, nd ece edcon. Sc olcy oceswll mxmze e vle o eces wo ve been dened s eecve by

llown em o seve s ens o qly ecn o ll sdens.

Wesupporttheuseofmultiplesourcesofdatatoevaluateindividualteachersnd ssess e eecs o ndvdl edcos on sden oess. We lso cllon olcymkes o execse con n elyn on vle-dded meodoloyo mke ese ndvdl jdmens. Few snddzed ess e desned ndscled so ndvdl eces cn be ssessed ly on ow mc ey elsdens len conen n e sme sbjec e ove me.

Fo e Nonl Bod o Poessonl ecn Sndds

Te Nonl Bod s mde e sdes n e s wo decdes o

oessonlze ecn. Ts onzon s esblsed sndds, ceedobs ssessmens, nd exnded cecon o ec mny es o ecnexese. o mee e demnds o 21s ceny ecn nd lenn, oweve,moe ms be done o ness e dese o osnds o NBCs o led eos onsom e ecn oesson.


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Werecommendstrategicpartneringandcommunicationsthatwouldmakethe

msson, vson, nd wok o NBPS nsen o eseces, olcymkes,nd e enel blc.

WeurgeNBPTStoconsiderhoweducationleaderscanbemademorecognizanto e oenl owe o e cecon ocess o sed ecn exese.

WecallforNBPTStofocusprimarilyondesigningandimplementingthebestece ssessmens n e wold. New ecnoloes mke ossble o eceso docmen ow ey omoe sden lenn n necedened wys.

Webelieve,withtheaidofmorehighlyrenedassessmenttools,candidateso Nonl Bod Cecon cn sow ow ey mc key secs osden nd scool sccess (lke edcn e doo e); ow ey eee wokes o e 21s ceny lobl economy, nd ow ey clveened czens o o nons 21s ceny democcy.

NBPTSshouldmoreactivelypromotethevoicesandtalentsofNBCTsand

moe lly nvolve NBCs n onzn nd ledn e NBPS nonlconeence.

NBPTSshouldnotonlyfullyutilizetheknowledgeandskillsofNBCTsinitsown wok b lso omoe nd so oe onzons do so.

NBPTSshouldadvocateforNBCTleadershiprolesinmanyvenues.MoreNBCs sold become ncls, ece edcos, con eseces, ndscool-commny mbssdos n e e.

Finally,weurgeNBPTStoaccelerateitseortstopartnerwithhigheredcon nd ncooe e NBPS Fve Coe Poosons no bo ecend dmnso eon oms. A e sme me, we beleve NBPSms ec o o e own nmbe o non-os e ecn neweneon o eces, ncls, nd senendens o lenvewys.

We are grateul or the opportunity o se bck nd sdy e esec boNonl Bod Cecon mny olcymkes, nk-nk nlyss, nonledes, nd dmnsos e lso dscssn. o o knowlede, s s e soml oony o NBCs o evew nd ssess e emcl evdence o emc o e Nonl Bod Cecon ocess on bo sden nd ecelenn. We ve ncesed o own ndesndn o e comlexes o qly

ecn dn ese mons o eecon, mc s we dd dn o ndvdljoneys o e oos Nonl Bod ssessmen ocess sel.

We beleve o nlyss wll be ell o eveyone w sncee dese o dvncee ecn oesson nd ense evey sden s , soed ndnsed by ly ccomlsed eces. T vson enezes o own dly wokn Amecs blc scools. I ves s oe o oesson wll conne swd sl nd lmely en e esec nd econon deseves.


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IntroductionNonl Bod Cecon n e 21s Ceny:Lookn o ece Qly n All e R Plces

In e onon dscose ond 21s ceny lenn o odys sdens,ee e ew ons o bsole eemen o lnmen. Does 21s cenylenn men n nense ocs on m, scence, nd ecnoloy se, w cle,qnble lenn ols? Does men demonsble new econ olobl czens, olence, cles, nd lnes? O sold we be e-mno edconl des nd oms owd nnovon, ceve nkn, desn,nd collboon? Te debe oes on.

Mos eveyone seems o ee on wo ons. Fs, w we e don now, nAmecn scools, s nee sfcen no eecve. Te non ms esces edconl ols nd cces o mee e e needs o o czeny nds mos mon esoce, o clden. Second, eces wll emn cclnd cenl o cevn ese ols. Teachers still make the dierence.

In sveyn nd sdyn e exsn esec on Nonl Bod Cecon,e eacherSolutions em sen lon os dscssn o own collecve vson oexcn nd odcve cnes n scooln. oee, we o lon nd dbo w ccomlsed ecn sold look lke n e mmede nd dsn

e. We wee eeedly sck by e beween e emen vson o oodecn o 21s ceny needs needs now ben dened by mny omnennd dvese ledes os nd e oded ools nd lne cenlysed o se nd qny ece eecveness. Indeed, s dcoomy wsen n mc o e Nonl Bod esec we esed. I seemed o s we e lookn o ood ecn n e won lces, sn ll e won meses.

Beoe we cn ssess (nd elce) eecve nd enn ecn, we need c nd well-develoed o o w looks lke om eveydyclssoom cce o s end odc, sden lenn. We cnno be ssedw e lmed, ndeqe nomon yelded by es esls. Lenn s,nd lwys s been, nqely mn cvy messy, comlex, nd non-

sndd. I s comlced cllene o mese ecn nd s mcon sdens, b dfcl nd mon wok deseves eqlly comlex ndol ssessmen.

We enly need c descos nd evlons o ecn nd lenn mc e knowlede nd sklls needed by czens n s new mllennm. Wewn o ben s eo by sn o des bo 21s ceny ecn, wcblend elemens om mny convesons nd exemls ve sced ns dscsson mon sccessl eces om coss e non.


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We beleve Nonl Bod Ceed eces e well osoned o model ndled e collees owd moe owd-nkn cce. We beleve sbecse we ve esonlly mesed o own cce ns e NBPSSndds nd ve ond endn vle n e sklls nd des we develoedo e ocess. We know Nonl Bod Cecon s bl one s oos b exble ondon nd emle cn elAmec oee e ecn oce we need o d o cnn wold.

Imagine a school where all o the teachers have clearly and consistentlydemonstrated the ollowing:

In-depthknowledgeofindividualstudentcharacteristicsandcapacities,s ecso o sen lenn ols nd lnnn lessons (s oosed

o ecn ll sdens de level o n cose e sme ns seon o es).

Abilitytocreatearisk-free,interactive,student-centeredlearningenvironmentwc nes cevy (e n n emss on -skes evlonswc move sdens o e o comeon, csn some o do o ove ).

Strong,on-demandmasteryofcontentknowledge,includingsubjectswhereAmecn eces e donlly less well-eed m nd scence(40% o e Nonl Bod Cecon scoe s e es smln eeces sbjec dsclne msey).

Facilityintakingthatin-depthcontentknowledgeandturningitintoeecve lessons nd lenn cves (becse even sm eces dono necessly know ow o nsm o ly coe knowlede).

Eectivenessinusingmultiplepathstolearning(notjustoneprescribedor

ece-eeed wy).

Skillincreatingdiverseandvalidformsofassessmentandexperienceinusing

s d o dnose sden lenn dfcles nd escbe seeso ddess em. (Snddzed ssessmens ms be esy nd ce odmnse nd so e ll-eqed o ce essenl 21s ceny lenn

elemens lcon, evlon nd syness o knowlede, lecy n dl wold, collboon, ec.).

Creativeandadaptiveuseofinstructionalmaterialsandcurrent,authenticnellecl esoces o lenn (e n deendency on mned osced nsconl oms).


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Demonstratedcapacitytorecognizeandhonorallformsofhumandiversityandcle, nd exese n cllly esonsve ecn cce.

Imaginativeanduentuseoftechnologytoeectivelyadvancelearning.

Eectivecollaborationwithcolleagues,whichmodelssharedprofessionalcce o sdens s ccl woklce skll.

Productiverelationshipswithparents,leadingtothecorecompetencyo ml s, nd cly n sn e commny s n embeddednsconl esoce.

Systematic,criticalexaminationoftheirownteaching,usingstudentworkodcs nd eedbck o connosly move dly lessons.

Alivelypersonalcommitmenttoteachingwell.

Nonl Bod Cecon denvely sos, o s sndds ndmeses, ll o ese mkes o 21s ceny ecn.

Te eacherSolutions em s vson o eces wo e lly esonsble oe sdens ey ec, wo cce nd els e cllenes o ecn n cnn wold. Nonl Bod Sndds nd Nonl Bod Ceconbn s close o wokble model o 21s ceny ecn nd lenn. Wwe need now e es des bo ow we cn e delnee, clve,

llmne, nd mos monly evle s knd o ecn.


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Te National Board Certication process helped me examine

my practice as a teacher and understand the magnitude o the

impact my decisions have on my students learning.

Kmbely Olve, NBC, Mylnd,2006 Nonl ece o e Ye


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Qesons bo e vle o Nonl BodCecon ben w sden lenn. Wemly beleve ee s no qly ecn wocoesondn nd sncn sden lenn. Temos ccl ndco o ccomlsed ecnms lwys be convincing evidence o deee sdenknowlede, moved sklls, nd ee ndesndn.

undelyn e Nonl Bod Cecon ocesss n ssmon ecn s comlex c

nd eces wo conssenly odce well-edced sdens exb cen ccescs.In e NBPS Fve Coe Poosons nd eledsndds, NBPS descbes e c mlmo knowlede, sklls, dsosons, nd belesssoced w eecve ecn. eces wo ewlln nd ble o demonse ese ccescso oos ssessmen ocess cn enNonl Bod Cecon.

Nely ll e less-n-voble esec ndnsbo e efccy o Nonl Bod Ceedeces come om sdes se leqnve d ses. Reseces come esnddzed es scoes o NBCs sdens wscoes om sdens wose eces e no NBCsnd dw -ecn conclsons bo eesls. The vast amount o standardized testingundertaken every year in our public schoolsprovides a large and convenient source o data orthese researchers. But large and convenient isntthe same thing as sufcient and appropriate.

I e Nonl Bod Cecon ocess ws med denyn eces wo excel sn sdenscoes on snddzed ess, s sedcve d sem be js e esoce needed o deemne seecveness. B s s no w e Nonl Bodocess does. Insed, looks o eces wo cndemonse e knowlede, sklls, dsosons,nd beles necessy o el ny sden ec s

o e mxmm oenl across the whole spectrumo learning om cdemc conen knowlede, oceve nkn nd oblem solvn, o e bso mnd ssoced w ood czens nd odcve le.

Te Nonl Bod Cecon ocess ovdes nnensve evlon o eces skll n meensden lenn needs. I s odds w e ocwe nd n mc o e esec o de, wc eles

on n ms-len sl o eed sdencevemen d o jde e eecveness o NBCs.

Tnk o s wy:

NationalBoardCerticationassessesateachers

bly o dnose sdens sens nddfcles, escbe oe lessons ndsees, nd nlyze e esls o e ownecn sn cl sden wok odcs.

Standardizedtestsaredesignedtomeasure

sdens edy eevl o knowlede nd sklls.Tey e no desned o nended o ccelybe ndvdl sden lenn o cllesson o edocl sey o even o secc ece mon e mny nscossdens encone. And s s e even wense-o-e-, vle-dded meodoloes eled o e esn d o conol o n y oosde nences.

Don msndesnd s. We beleve snddzed

ess yeld necessy nd sel d. We know exemly eces ms be ocen n sn mnysoces o nomon, ncldn sden cevemenes esls, o nom nd le e own clssoomcce. We lso ndesnd nd ece edvnes o sn snddzed es d o bldow models el s len moe bo osdens collecve lenn ns ove me.

National Board Certifcationand Student Learning

part i


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As ccomlsed eces, oweve, we lso know elenn exeences we ovde o ndvdl sdensnd clsses cnno be deqely jded by e nlysso le-scle, olcy-dven snddzed es dses. A ece ms celly eec on evey oneo e sdens nd ec ec one, s well s se s

ble. We ms be commed o ec sden, wevecllenes ey bn o e ble. Tee e mny nssnddzed ess do no mese: sden movon,nellecl edness, essence, cevy, o ebly o ly knowlede nd wok odcvely woes. Ye ese e mon qles enendeednd ned by ood eces, nd ey veeveyn o do w sden lenn.

We cannot claim to be excellent or even capableteachers i we gauge our success with each student

only by the median numerical reports romstandardized tests.

NBCs wo ec secl edcon sdens old s e Nonl Bod oolo ocess ovded nqe nd welcome mesemen o e eld. Iexeced em o demonse eces knowlede osden needs nd dsbles nd e sklls necessyo desn ssessmen nd nscon ccodnly. Tsknd o nlyss o ece comeence s no osnddzed ess.

Mny NBCs se Nonl Bod Cecono o son dese o ve e ecn ssessedn dee nd mennl wy. Lke s, ey e nossed by e one-dmensonl ns ond n escoe eos o dsn esn comnes, o by eso-ceck evlons o bsy dmnsos. Teywn o be eld cconble o e es snddso ccomlsmen sndds encomss lle comlex cons dene n eecve ecnoessonl. Ms Rzel, Knss NBC nd ocollee n e ece Ledes Newok, descbeds e o enc cconbly eloqenly n n

onlne dscsson w o em:

I reached a place in my career where I wondered i Iwas really any good at teaching, or i I just had thewhole world ooled. Despite my uncertainty, I wasbeginning to sense a dynamic ow to my teaching

how it should be targeted to standards and curriculumgoals, how it was shaped by my knowledge o my

kids individual needs, how it must include requentassessments to make sure its working.

I was becoming aware that good teaching isnt amechanical operation. Its a perormance zone whereknowledge, skill, and understandings are all in play.

Te National Board process veried that I was in thatzone that the vital current I detected in my workwas, in act, good teaching. Te process o becomingcertied produced great things or my students by

orcing me to become proactive, to trust mysel, andto implement new ideas in my classroom with thecondence that I wasnt just ooling around.

Tese e e eces o sdens need nd wn,nd ese e e eces o ssessmen ndcconbly sysems sold be seekn o.

O Reecons on e NBCResec usn Sden

Acevemen D

In comparing NBCs to non-NBCs in terms o valueadded to student achievement as measured by test

score gains, with all the caveats that necessarily comeinto play in thinking about test scores as the measureo student achievement the distribution o NBCs

is slightly higher and statistically signicant, butthere is a lot o overlap in distributions.

Dn goldbe, lbo economs,unvesy o Wsnon

Educational research is not yet, nor may it ever be, inthe position to claim that certain teacher behaviors will

improve student test scores with certainty.

Ken Fnk, sycomecn,Mcn Se unvesy

Some eseces ve clmed NBCs do nonecessly se e snddzed es scoes o e

sdens. Alo only ew scols ve eceds conclson, some ccs o e Nonl Bod veclmed e Nonl Bod ocess s not bosden lenn.

Te notion that National Board Certication does not valueor measure student learning is alse. Te ocess demnds cnddes nlyze e sdens wok odcso sens nd weknesses, evle sden esls


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n e conex o e eces ccl ols ndsdens dened needs, nd se scny oesonl eecveness o cne bs o cce.I s all about sden lenn.

Dese e lmons o cen snddzed ess,

mos sdes sow sdens o NBCs odcebee sden esls n e ees bynon-NBCs. howeve, does no sse s le-scle d nlyss sows only sl osvedeences n e sden cevemen sscs oNBCs, no e nlyss nds ovel beweenos o NBCs nd non-NBCs. Colnn Wde,o No Coln collee, noes ecesclssoom ssnmens nd ssessmens e no oenlned w e esn d vlble o eseces,mkn dfcl o scen e e mc o

NBCs on sden cevemen sn nlnedsnddzed cevemen meses.

usn le, well-odeed se o sdencevemen d nd vle-dded modeln, esece m delve -qly sdy ells s only NBCs n e ll, onedevelomenl level nd sbjec, nd n one seo eon yeld somew bee esls onsnddzed ess. Anoe sdy m ell s NBCs n deen comson o yelded nobee es esls. Cn ee o ese deensble b

now ndns become e bss o bod nonlolcy ecommendon? how mc cn eyconbe o deemnn e bsole elonsbeween cevemen es d nd eecveecn? W e vle dded by NBCs cnnobe mesed ccely by e cen ess?

A sdy by hs nd Sss llses e on. Teyond sdens o NBCs oeomed ose onon-NBCs on Flods Comeensve Assessmenes (FCA), wc s closely lned o se cclmsndds. Ye ese sme sdens led bend n

some meses on e o-e-sel, nonlly-nomedSnod 9 cevemen es. In oe wods, wene ssessmen mced e sndds eces weeexeced o ec, NBCs excelled (hs & Sss).

On e sse o ovel beween e eomnceo NBCs nd non-NBCs, emembe NonlBod Cecon s volny ssessmen.

NBCTs Ask the ImportantWhy QuestionsBy Kmbely Olve, NBC2006 Nonl ece o e YeMonomey Cony (MD) Pblc Scools

In As 2000, I ben my s ye o ecn. I wsssned kndeen clss nd Dyl ws one o mysdens ye. Lke mny o e oe sdens n myclss, Dyl eneed kndeen w vey lmed cdemcsklls. he dd no know e lees o e lbe nd d veylle ndesndn o conces bo n. he ws lon wyom ben ble o ed smle ex ndeendenly wcI ws old ws e dsc execon by e end o escool ye.

Alo I ws omsc, I elzed I d lon ndcllenn ye ed o me. howeve, I ws exced n

Novembe wen I ssessed Dyl nd dscoveed e dlened ll e lees o e lbe. In Jny, I ws ecscwen Dyl ed e eqed smle ex w mznocency. I sed e ood news w my meno eceb secely wondeed, how n e wold dd that en?

E yes le, I ve noe Dyl n my clss exces me s nme s Anono. Anono lcked ose smeedness sklls wen e eneed my clss n As. LkeDyl, e s mde emendos oess nd s exceedn eoos bencmk sndds ve been se by my scooldsc. B now, I no lone ve o wonde. I know exactlyow ened. I know s no by lck, no s byconcdence. Anono s lened o ed becse I m.

Te Nonl Bod Cecon ocess eled me exmnemy cce s ece nd ndesnd e mnde oe mc my decsons ve on my sdens lenn. Iknow Anono s become ede becse I ssessedm n e bennn o e scool ye nd onzed slenn envonmen ccodnly. I know Anono sbecome ede becse I ve connosly monoed soess nd en lnned nd mlemened nscon.I know Anono s become ede becse I vewoked closely w s mly, so ey cn so ndcomlemen s lenn ome.

Wen I nd Anono s no mkn oess, I sond sk mysel e dfcl qeson wy, nd en wok

owd esolon. Ts s wy Anono nd e oesdens n my clss ve lened no only o ed blso lened e mny oe sklls nd conces eessenl o kndeenes o oess no s dend beyond.

Alo I beleve I sed mny o e sme sees wDyl sevel yes o, my decsons wee no delbeeo nenonl s ey e ody. I lke o nk I wsesonsble o Dyls lenn ye, b e s I elly ddn know. I s mc bee known.


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Tee s lle dob sbse o eces n nyven dsc o se cold edly ceve NonlBod Cecon b coose no o do so. Tesze o o wll vy ely, deendn one ccescs o e ece ool n venlocon, nd e exen o wc e Nonl Bod

Cecon ocess s encoed nd soed.

Ae NBCs bee n non-NBCs?

Te qeson o wee NBCs e bee n oeeces s oen sed. We ee w o colleeKm Olve wen se sys Nonl Bod Cecons ll bo eces movn e own ocess, nonecessly comn one o o eces o noe.We nk moe sel qey m be:Are theresituations in which NBCs show clear evidence o a higher

standard o teacher eectiveness? In nkn bo s,s nscve o consde e esec bsed on sdencevemen d mos vobly comes NBCso oe eces. Fo exmle, consde e sdes sow NBCs e moe eecve w sdens n-needs scools (e.., Cvlzzo). Tee s leny oevdence qly ecn s de o come by ncllenn scools nd sccess w sdens nese scools eqes deee o comeence. Imkes sense o s e sndd o ecnexbed by NBCs wold snd o n sc sens.

As we eeced on s exmle, we wondeed owmc e comoson o e comson ool meswen eseces e emn o scen eceeecveness. A sdy n noe se w bo80 NBCs (Vndevoo) ncoveed sncnlyennced snddzed es esls o e sdens osome eces n smll ool well beyond eesls ncoveed n mos oe esec o de. Tsndn sn ssn we consde eces woseve s onees n seekn nonl cecon elkely selec cde, even n e nvese o NBCs.

We lso wondeed ow mc smll deences nndvdl ece eomnce m nenceesec ndns. Dn goldbe, o omlle sdes on NBC eecveness, oeedsome esecve on mesn ne dsncons nece eomnce wen e joned s o n onlnedscsson. Sekn bo e efccy o vle-ddedmeodoloy (VAM) models, goldbe sd: No

me ow ood e models e, eye on obe sed o mke ne-lne jdmens [bo eceeecveness], mskes e on o be mde. A ece e 81s ecenle s no on o be deen om ece e 79 ecenle.

Demonsed ccomlsmen,no ses ss

We wee ned by one sdy wc comede cecon scoes o NBCs w e sdencevemen d. A secc ece sn NonlBod Cecon ms ceve comose scoe o275 (o o ossble 425) o n Nonl BodCeed ss. Mos eces cey w scoesbeween 275 nd 300. Resece Toms Kne (e l)ond eces wo scoed bove 300 odced

sncnly le sden cevemen ns (smesed by snddzed ess). hvd eseceJll hson Be, wo s n NBC nd noe esn o vl sdy sessons, old s:

Te most striking aspect o Kanes research to mewas a graph looking at NBC scores and studentachievement scores that showed nearly perectcorrelations. He didnt seem to make much o this

nding in his discussion o the research, but to meit oered compelling data that National BoardCertication is an eective measure o identiying

teacher quality.

In e ecommendons secon o s sdy, Kneoosed NBPS se s bselne cevemenscoe, onn o eces wose scoes oveed 275, o js bove mk, collecvely odcedsden cevemen scoes lso oveed ne md-ne. In o vew, Knes olcy ooslns cony o e onl nen nd ose ocen nonwde bod cecon oocol oeces. Te Nonl Bod o Poessonl ecnSndds nd s scon ocess wee no ceed

o deny o ewd ly ele nonl ecncde. Te Nonl Bod Cecon ocess s blon esblsed bencmks o qly ecn,nd ly evles eces wo seek o mee osebencmks. Some o ose eces wll odce ees levels o sden cevemen d; oes,wokn n deen conexs w deen sdens,wll odce moe modee ocomes. B ll mee


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celly eseced nd consced execons oqly ecn cce.

We believe that challenging many teachers to meeta quality standard or proessional practice benefts

American schools and students a great deal more

than selecting and showcasing a small number oultra-high-perorming practitioners.

Sold Nonl Bod cnddesbe lmed o one y?

Te Kne sdy lso noed eces wo ceveNonl Bod Cecon on e s emodce e ovell sden cevemen ns nose wo d o e-do s o e ssessmen n odeo cey. Cnddes o Nonl Bod Cecon

ve wo oones o ee ndvdl conen-bsed ssessmen execses, o e-do oolosemens, e nl scoe does no mee e 275bselne. usn sewde snddzed es scoes nClon, Kne sowed elemeny eceswo wee sccessl n cevn Nonl BodCecon on e s y moe elbly odcede sden es esls. Bsed on s ndn, Kneecommended NBPS sold no llow eceso eke e es mlle mes n ode o ss o les mke ll scoes vlble o emloyes (nosmly e nl scoe).

Knes esec does no sek o e vle oow eces nd dmnsos eo bo ececon ocess o wo o ee onds. TeNonl Bod descbes e ssessmen s ee-ye ocess o oessonl lenn, nd n sveynd necdol d, ml-ye cnddes descbee onon necon w ecn sndds svey odcve, n nnsclly vlble exeence eqes em o eec moe deely on endmenls o eecve ecn.

We do no ee cnddes sold be lmedo snle, ll-o-non em NonlBod Cecon. Oe oessons e.., lw,medcne, nd cconn em mlle es cecon, elyn on lcns o one eown sklls nd knowlede o eeon ndsel-ssessmen. Kne, nd mny oe eseces,oson Nonl Bod Cecon s n wd

n exnsc, exclsve mk o exceonl efcencyo excellence n ecn. (In medcne nd cconn,on e oe nd, ee s oessonl execon mny cones wll ceve dvncedcecon.) Wle my be e mny eceseceve Nonl Bod Cecon n s wy, we

ee o conenon rewarding a small set oselect teachers does not promote a high standardo eective teaching as a goal or most educators or encourage the examination o better practice inclassrooms across the nation.

Cenly, bo 2% o e nons ecn oce sNonl Bod Ceed, nn om nely 14%n No Coln, wc sysemclly encoescecon, o ses lke New Jesey, wee less n0.1% o eces e NBCs. I Knes own d sow

e ocess does elbly snl ece qly smesed by snddzed ess, wy wold NBPS oolcymkes wn o lm e Nonl Bod Ceeddesnon o ny, exclsve clse o eces?We beleve sen demndn bencmks oood ecn, nd en ovdn ncenves o mnyeces o sdy nd se ose mkes o qly,s ood blc olcy nd my lso encoe moeood eces o emn n e clssoom, conden ne conbons ey e mkn. We can improvestudent learning more readily through describing,assessing, and spreading quality teachingthan by

isolating quality teachers.

Is ee n NBC eneon ?

Te NBPS sndds nd ssessmen ocedes veone o cycles o dn nd movemensnce e s eld ess wee dmnseed n e ely1990s. Ele ncnons o e ssessmen ocesswee semlned n 2000-01, n sone ocson demonsed conen knowlede nd edcn enmbe o oolo enes. W s cne, wodsnc os o ceed eces wee omed: ose

wo ceed o o e cnes (known s s-eneon NBCs), nd ose wo ceed e eocess ws enoved (known s nex-eneonNBCs). Becse NBPS ws sll nodcn newsbjec/de ceces n 2000-01, e nex-eneon ocess s been e only Nonl Bodssessmen oocol vlble o eces n mnysbjecs nd de levels.


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Tee e, oweve, sll sncn nmbe oeces wo ceed sn e olde ocess, wceqed sx e n o oolo enes (someevled comeences wee collsed no e smllenmbe o enes) nd ewe b lone ess.Becse e s-eneon ssessmen ws eceved

s nvolvn moe me nd kn moe oosmesemens o some comeences, ee wsconovesy wen e Nonl Bod nnonced emoe efcen nd ded ssessmen, even oNBPS ovded consdeble evdence o sycomecvldy nd elbly o e nex-eneon veson.

I ws neesn, en, o nd Kne, n esme Clon sdy dscssed bove, deemned s-eneon NBCs odced esden lenn ns n nex-eneon

NBCs. he conclded e s-eneonssessmen s seo mesemen nsmen ndenyn ece eecveness. On o 10-membeeacherSolutions em, ee e s- nd nex-eneon NBCs. Some o o s-eneoneces el vlded by Knes sseon es-eneon NBCs wee moe lkely o be eecveeces ey emembe ees o e elessessmen m ve been ven so sn e nex-eneon model. howeve, oe emmembes oeed lenve exlnons o Knesndn s-eneon NBCs odced e

sden cevemen es esls.

Te mos lkely exlnon, we beleve, s e s-eneon eces n Knes sdy d been sn esndds nd ools o Nonl Bod Cecon(.e., e cece o ccomlsed ecn,mlle s o lenn nd dvese ssessmensees, collboon w collees, e bo eecve cce) lone n nex-eneonNBCs, nd ey wee moe en n e se. As moeexeenced eces, cyn nonl desnono excellence, ese NBCs my lso ve moedsceony owe n selecn scools wee eeecve ecn s vled nd lzed, odcnsone esed ns. O em lso ened oe de vey ely ceves o Nonl BodCecon ended o be sseve nd movedeces wo wee moe wlln o ke sks. glRce, s-eneon NBC om Vn, old s:

Back in the day, when I certied, there were nonancial incentives. I can truthully say that I

pursued certication because I wanted to examinemy practice and measure mysel against rigorousstandards. Now that there are nancial incentivesattached, it muddies the waters regarding intentions.

Some people reely admit that theyre doing it orthe money and then are taken by surprise at howrigorous the process is.

We e no convnced Knes esec sos sconenon e nex-eneon Nonl Bodnsmen s less sensve n e olde model ndenyn qly ecn. We beleve s moe lkely le mjoy o ely NBCs ve conned omove e cce nd e odcn bee sdencevemen es esls s one by-odc o connos ow.

Does e cecon ocess odce sden eomnce d?

Some NBC eseces ve eoed sl d nsden cevemen es scoes dn e ye ocecon, o n e ye e cecon. Someo s d s qesonble. Fo exmle, es e hs sdy looked wo deen os oNBCs one o beoe e cecon ocessnd deen o ater e ocess nd en

sseed sdens o NBCs en lowe scoes eye e ey cey.

Even so, bsed on o own exeence s NonlBod cnddes nd cndde so ovdes, wee we e cecon ocess s nvesllysessl o cnddes wee ey comlee n snle ye o sed ove ee yes. We cn lsoeo e ocess csed decded dseqlbmn o own des bo ood ecn.

Te level o nxey nd nceny s eleved o

eces wo ncove bs o cce eno yeldn ood esls. And e sec o moeeecve cces my leve n oles n eel ones o n lessons ey once vewed ssond. Fo ose eces (nd we con oselvesmon em), e cecon ocess comes sn eye-oenn, even sockn exeence me dn wc we my lose some condence


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n o bl ecn cces s we ben oexeence nsomon.

We lso noe e ocess s enomosly me-consmn, led on n ledy nensve ecnscedle ll o dedlnes nd eqemens. Mny

cnddes eo e cecon ye s blo enson. Los Jne Flemn, n NBC n SoColn, eclled:

I did have sort o a mini-breakdown, and part o it wasthat I elt the time I was giving to National Board was

hurting my students. Ater Id submitted my portolio,I realized I was wrong. In hindsight, I think the stresswas largely the result o my questioning mysel about

my practices and changing what didnt measure up tomy own expectations. It is hard and stressul to change.By the end o the year, Id tightened my ocus and cutout u. I elt then and do now that any part o being a

worse teacher during this change process was oset bybecoming a better teacher or the rest o my career.

I seems esonble o s e esses ndncenes own o o s eo o cnecold odce emoy downn n sdencevemen d. I so, s s edcbleoccence on e od o osve cne wedcon esece Mcel Flln s descbed se mlemenon d. Flln eos dosn es-mesed eecveness oen en wennew oms o ecn sees e nsed.As Nonl Bod cnddes seek o mee esndds o cce, e ey ecn n new ndnml wys esl n so-em d n esesls? In eeed sveys, NBCs ovewelmnlysy e ecn cce cned o e been sncn wys s esl o on o ececon ocess.

And w bo e eos o declne n snddzedes d n e ye e cecon? I my be

some NBCs e sll soldyn e mked cnesn cce. O es we my ben o ec n newwys e no ssessed by mlle coce ess.As esl, we e less lkely o be deened omo collees on snddzed meses. Resecesve lso sesed ecenly ceed NBCs mybe djsn o new esonsbles nd sons,ledn em o dsed ocs on clssoom cce.A moe dsbn mlcon m be once some

NBCs ve ceved nncl nd ss benes, eyeel ee o y less enon o e cce.

As o, we d vyn new cee oonese ceyn. Some o s wee nved no ledesoles osde e clssoom, some wee ven moe

demndn ecn ssnmens, oes exeencedno exenl cnes ll. One o o membes (n se wee e esec ndced d n sdencevemen) noed Nonl Bod Ceedeces n e dsc wee sonly encoed omove o -needs scools e ceyn, wcwold cenly mc ye-o-ye ece d. Also,sevel o s wee ed by ncls o ec moedfcl sdens cllene we cceed. In eesence o ll ese vbles, my be mossbleo ese o cos csed some Nonl Bod

Ceed eces o odce smll declne n esscoes ollown e cecon.

Te em s n eemen, oweve, we llbeneed om nenl cnes om newndesndns bo o own cce. We nedcondence n o bly o cne nd moveo nscon n wys m no be eecedn snddzed es scoes b clely ncesedsden lenn. We ncesed o ocs on elnsdens evle, synesze, nd ly elenn n el-wold conexs. Commenn on e

cecon exeence, NBC Cld Swse oOklom old s:

Te learning curve is steep, and our old skills and

tricks may not be sufcient. Were expected to reect, apractice that takes more time than weve ever allowedourselves to take. We work intensely or nearly the

entire school year, experiencing discomort, sel-doubt we are conused and rustrated. But this work willenrich our practice.

We cn only secle bo e eoed ndns

o lowe sden cevemen d dn nd eeces s o cecon. B we e cenee s no snle, denve cse. Moe londnlesec connecn NBCs o bode ne osden eomnce ndcos n snddzedess my el cly e sse. One n s cen os: Te National Board process is a powerul proessionaldevelopment experience.


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We e obled by e d on e sccyo Nonl Bod cnddes nd NonlBod Ceed eces (NBCs) n -needs scools. Resece Dn goldbe,

n Education Evaluation and Policy Analysis,eoed s ndn :

Roughly 10% o NBCs [teach]in lowest quartile mathematicsclassrooms and 6% in comparablereading classrooms, and almost 50%are in highest quartile classrooms. Italso makes a real dierence i yourein a more advantaged school as to theprobability o applying (2% vs. 0.29%)and certiying (75% vs. 18%).

An NBC wo eces n n bn scooldescbes condons mke clewy oe NBCs m be elcn occe osons n sc sens ndwy eces ledy n ese scools emc less lkely o seek cecon:

High-needs schools tend to have muchmore rigid requirements or curriculumand instruction. Tere is considerablyless trust among administrators inteachers abilities to positively impactstudent learning. As a result, thereis less opportunity or teachers todemonstrate that they can tailorinstruction to student needs they

are not even allowed to do so. It istypical to see scripted curricula and/orrigid, closely monitored pacing guides.All these reduce the amount o timeand eort that can be committed toNational Board Certication.

Sc scools my lso ve deenecn nd lenn condons noe scools: lmed esoces (mn,ecnolocl, nncl nd mel),oo bldn condons, ledescllenes, nd sden edness sses.Even e lbel o -needs seves

o dscoe eces om sncecon. eces nd sdensnenlze sc lbels.

We ece olcymkes wondesnd -needs scools eoe ssnmens, nd we ee we demnd o -qly ecno sdens wo end ese scools.

All ood ecn, oweve, deendson dedcon o secc sdens.Focn sccessl eces o nse odsdvned scools s slve bllesey s nlkely o odce ns.

We lso know om o own exeencend exensve dloe w exeeces n e ece Ledes Newok nncl ncenves lone e no

sfcen o ene NBCs n eos omove dsdvned o d-o-sscools. O em membe Km Olve,n NBC n Mylnd, obseves ecn n -needs scool s coce nd sson o ose eecveeces wo coose o do so. ke oe coce nd e sson nd moslkely yo ke wy e esls. Olveesel eces n -ovey senb emnds s ee e -needs sdens n evey clssoom ndevey scool.

Mlken wnne Jne Fn, n NBCecn n Los Aneles, d eseos bo olces seek omove -needs scools by n nsono NBCs om e osde:

I know that I am a capable teacher, butam I necessarily more qualied thanteachers already in the school who arenot NBCs? It will take time or me toget to know the school community andthe students I teach. We search or quickxes to our high-needs schools (scriptedprograms, more assessments, teachertransers), without looking at the rooto the problem. Moving in a ew NBCswill not x a school and may even bringanimosity and lower the morale orteachers who are already there.

A bee solon, we beleve, s o sonves cn vlde o movee ecn o ose ledy commedo wok n -needs scools nd bld cde o eecve eces wo cn lede cne ocess. Collecve eceledes cn be owel, nd cnmke osve deence n scoolsw concenons o o mos

cllened sdens.

o ddess e soes o qlyeces n -needs scools, we so ow yo own olcy o nsne ools nd knowlede ssocedw Nonl Bod Cecon ndncesn e esence o NBCs. Wewold exec ny eo o moveecn qly n ese scools o benby onon e ndesndns ndexeences o eces wo e ledyee NBCs o no. Tey cn ovde

nvlble dnce nd ledes n edfcl wok o eom.

We ve consdeed wee NBPS

m cee see cece oeces n -needs scools one wold ocs on e clndesndns o sdens, ens,nd commny ccescs eqedo sccessl ecn ee. howeve,o LN collee Cole Moye, nNBC w lon exeence s ecend cenl ofce lede n bn Ooscools, ed ns sc cece.Moye, ecen wnne o e NEAsesos hoce Mnn Awd,oned o e need o cnen ese scools s sysemc. Se mde

e cse, nd we ee, wold benoe o ses o seclcecon ll e esonsblyo movn -needs scools cnes on e soldes o eces. O ee e deen sndds o eecvecce o cen eces.

We looked esec demonsn deen ecn conexs sonlyec bo e lkelood o ceconsccess nd Nonl Bod Ceconcnddes ccess o son, well-ced om o so. Scools

wee ee s conc conc nddysncon cold clely bene om o o esden nsconl exes.B ey e oen e mos dfcllces o esbls nees n NonlBod Cecon. Add e esse o -skes oessonl ssessmen kes 200-400 os, w nonee o sccess, nd Nonl BodCecon s no osoned s noml oessonl lenn nve nese scools.

Fo ny oessonl ow nveo ke oo, ee ms be osble

envonmen, bo nelleclly ndn dy-o-dy oeons. A ow yoown NBC sey mkes sense, sdecson mkes consde olces wll senen ecn qly n -needs scools. B ey ms lso kellel cons o ddess envonmenlcondons om ledes o bscesoces seveely ed edevelomen o cle o connosoessonl lenn.

NBCTs and High-Needs Schools


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Do Nonl Bod Ceed eces ecdeenly?

For me, National Board Certication was aboutgetting meaningul and qualied evaluation omy work (at that point in time) rom my peers. I

had been teaching or ten years, and I wanted tosee where I was proessionally and what I neededto change. Te sad part was I could not get that

inormation rom the normal evaluation channels inmy school and district.

Renee Mooe, NBC, 2001 Mssss eceo e Ye

In socl scence esec, conclsons nd olcymlcons e oen nenced by eseces ownesecves nd oses. Te dsconnec beween e

objecves o olcymkes nd nences wo mosoen nd esec nd w s vled by ens sndmenl. Pens wn eces wo y enono e clds ndvdl needs, wle leslos wnconcse ndcos o en on nvesmen, wc emos oen dened s e es scoes.

Dn o dscssons, we noed llelsmly beween scool nd bsness models:wle bsnesses wn ow n sles d, eylso deend on ow n csome sscon nd e wo e neconneced. Tee e mny

commendble edconl nves (o exmle,sewde lo oosls o c s cclm) my no be esly ed o moved snddzedes ocomes b e ol w csomes wosense ey conbe o well-onded ndwell-edced sden.

I e key olcy ol s sn sden esls onsnddzed cevemen ess, ewdn eceso becomn Nonl Bod Ceed s lkely o bemodesly efcen. I o m s ccy-bldnn scools, denyn nd sedn nsconlexese, o e-onzn scools o clze oneecve ecn, mkes moe sense o cncenves o enn Nonl Bod Cecon nd en ovde ddonl ncenves o NBCso led eos o move e scools nd sedecn exese o e collees. And oedconl objecve s ncesn eecve ecncoss e bod even levn no cld bend we

need clee ce o w eecve ecn lookslke nd ow cn be soed n ll clssooms. Welso need o sk w mkes e ecn cce oNBCs deen om w mny oe eces do.

Te eacherSolutions em sonly beleves

esec on e eecveness o NBCs s mesedby snddzed cevemen d sold conne,w e cves we ve descbed ee n mnd. Weecommend, js s sonly, eseces look oe eomnce-bsed ndcos o sden lenn.Tee s n mon dsncon beween studentachievement data nd student learning e omeseves s one o mny elemens o e le. goodesec cn el sce s dsncon nd lmelymove ecn cce nd scool eomnce.

Tee s ncony n e c e s nonleomnce sndds o oessonl ecncce comlex, nnced descos o weces sold know nd be ble o do vemos oen been evled by e lowes commondenomno o ssessmen: snddzed ess. Onenoble exceon s e comlex esec ced oby Lloyd Bond nd s ssoces n e ye 2000.

Emnen scol Lee Slmn, ome esden oe Cnee Fondon o e Advncemen oecn, s wen:

Among the studies conducted with support o[NBPS], the investigation by Lloyd Bond stands out

or its imaginative use o multiple, alternative outcomemeasures, its careul distinction among sub-groupso board candidates, and its careul observations ohow teachers taught. Tis study, which ound that

the students o highly successul board candidatesperormed more ably, in general, than those o lesssuccessul and o unsuccessul candidates, remains

a rare model o developing new, writing-intensivemeasures o student learning, and eschewing the

traditional standardized tests. Ironically, it has beencriticized and discounted by some board critics precisely

because it opted to experiment with more promisingalternative measures rather than use the standardizedtests whose aws are already understood.

Tee e cen vles bo ecn embedded nNonl Bod Sndds nd ssessmens, monem e bele eces ve e esonsbly o


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clely nd convncnly deny nd cle we sdens ve lened. Bond nd s ssocesscnned oessonl lee on eecve ecn,en condensed ece cons nd bes no se o 13 dmensons o ecn ncldnsklls sc s en se o mlle lenn

sees, sonl conon, oblem-solvn ndmovson, ovdn eedbck o sdens, s wells demonsed sson o ecn nd lenn.

Ts dmensons o ecn model, sed n e svldon sdy done by NBPS, esones w ss cones nd e dmensons dened elned w descons o 21s Ceny lennneeds. B we cn ndesnd wy ose osde eoesson emn skecl bo n ssessmen soed o enc, clssoom-embedded meses.

Economs Mcel Podsky, n 2001 cle nEducation Next, exessed js sc skecsm:

Tere is much less in this [study by Bond] than thepress releases imply. In eect, the report really tells usonly that teachers who were certied by the National

Board were more likely to display the types o behaviorsthe National Board avors. Such a circular exercise doesnot necessarily prove that National Board-certied

teachers do a better job o raising student achievement.

Oe eseces ve sed lenve obsevonlnd nlycl ools o scnze nd evle NBCsdly cce nd come o e clssoomeecveness o non-NBCs. Reseces WendyMcColskey nd cey Sm, n see sdes,emloyed wo dsnc evlon models. McColskeysed ool develoed by e Cene o Resec,Evlon nd Sden Sndds on esn(CRESS), wle Sm sed e Sce o ObsevedLenn Ocomes (e SOLO xonomy). Smsevlon o NBCs sowed ey wee beeble o odce dee ndesndn, no js scelenn. McColskey, on e oe nd, conclded

ly eecve non-NBCs wee bee onzednd sowed sone clssoom mnemen sklls,mesed by sdens me on sk.

Te conclsons n bo sdes wee sedby esece eeences nd beles, nd byssmons bo ood ecn embedded ne evlon ool ey cose o se. Tee smoe n one wy o be ood ece nd

My Copy Machine EpiphanyBy Ellen holmes, NBC

Se o Mne Demen o Edcon

I cn dsncly emembe wen I o e dy I

cme o ndesnd e cece o ccomlsedecn. I ws sndn n on o e oocoeen edy o ee bnc o ndos occomny my nex need n. I ws no one o my mny commeclly-odced, blck-lne mse books, nkn, O yes, s e ndo no one eve ndesnds, b se s ce nd oesw e eme. And ee s e cvy w ednselecon wll be mc oo esy o s o, bI ve lwys sed . And ee s e wn om Ive sed o yes, o s elly noe o skd des o we essve essy.

As I soed e onls no e eede, I d myecn eny: How did ocusing on what I was goingto cover or the next six weeks in any way match up to whatI was learning about accomplished teaching as a NationalBoard candidate?

I soed e coe nd wen o my clssoom. I ben oelly nk bo e cl sdens I d nde essenl lenn es my dsc d denedo ll d des n my scool. Fom my wok s cndde, I ws comn o see ccomlsedecn s no only bo coven conen o coosnceve lenn cves. I ws bo ssessn weeec o my sdens ws, desnn ndvdl lessonso em, nd en deemnn ow closely e ecndecsons I mde me cl needs o cl

sdens. Ts men mny o e csedmels I d colleced ove e yes wee smlyno on o c nymoe. I sen e ene weekendcen, djsn, nd dscdn cves, ocsnw enewed oessonl esecve on e lenneqemens o ec nd evey sden.

Syn I mde e s om coven coneno ocsn on sden lenn sonds smle, b eesened comlex nd sncn cne. momen e coy mcne esled om e snlemos mennl oessonl develomen n mycee. I d ledy been o mse s om,d ended nmeos woksos nd nns,

b none csed so dsc s n my oessonlcces nd ndesndns s my ncooon o ecece o ccomlsed ecn n my dly wokw sdens. Lyn my oessonl cce ns se o nonlly develoed bencmks becme oleomon o me.


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exenl evlons o ecn cce e ceno be coloed by vle-dven ools nd esonlndesndns o w qly ecn looks lke.

We beleve nln d on eceeecveness s omsn sey, sn vey

o modes o nlyss. Reseces, o exmle, mclze on ecen ndns sden evlonso eces e oen moe cce n ose oe ncl. Weve meods e seleced, weencoe e exloon o conne. Clyn eccescs o ecn cce led o deeelenn o sdens sold be my objecve oll ecn qly esec.

ecn s comlex nellecl wok

We beleve lenn ocomes e mon nd eqly o ose ocomes s nenced by ow ecesobn e esls. Cnddes o Nonl BodCecon e eqed o sbm nlyses o clsden wok nd o sbm vdeo exmles o esden lenn ocess. Tey e no oscbed omsbmn sden cevemen d conbeso n ovell demonson o lenn nd mnycnddes do. Te Nonl Bod Cecon ocessdemnds cnddes ell clely wy e sdenslened o dd no len somen es scoescnno sce. Nonl Bod Cecon demnds

cnddes mke e esons o e ecndecsons nsen.

Te enel blc nd olcymkes mke mnyssmons bo ecn. Tey exec eceswll mnn ode, delve conen, dmnseess, comlee ewok, nd sy on sk. Tesee necessy secs o ecn b ey e nosfcen. Te Nonl Bod Sndds deny oesecs o ecn evel s comlex nelleclwok. As sccessl eces, we know s o bee, nd we nd e Nonl Bod Sndds bo

fmn nd yn. As 2006 Oklom ece oe Ye Robyn hle old s:

Te incredible meaning o National Board Certication

is that nally someone gets it! I am an individual, andmy students are individuals. eaching is an art, whereeveryones painting is dierent, but we all use similar

tools. With National Board I was relieved that someone

recognized that I dont have to t in one box to be amodel teacher. I my lesson plans are on notebook

paper, i my students do not sit quietly in their desks, iI dont give my kids paper and pencil tests, I am okay, aslong as I can show how my choices were made to havethe greatest impact on student learning. National Board

honored me as an individual and as a proessional.

We wold no mke e clm Nonl BodCecon s e lme, eec ssessmen oecn.But we all agree that the NBPS process hastriggered an ongoing national conversation about goodteaching and opened the door to richer dialogue aboutspecic aspects and outcomes o procient practice.

We e lso el o ve standards o ccomlsedecn, necessy s se n becomn eoesson. We beleve deled, sndds-bsed

eomnce sl o ecn, sn mlevlon oocols, cn ell s mc moe boece eecveness n ny oe meod n se no scools ody.

Is e nvesmen n Nonl BodCecon ll bo es scoes?

W sold we exec om Amecs nvesmen n nonl dvnced cecon nve o eces?Is esonble o demnd NBCs s o

odce e sden cevemen d n enon-NBC collees?

Mos o e le-scle Nonl Bod esec o des bsed on n economic cos-bene ssmon: ees cos o odce n ck n sden cevemen(.e., es scoes) nd keen cos low s emos desble objecve. B we e no convnced ee e conssen nd comelln conneconsbeween e snddzed es scoes nd exemlyecn. oo mc deends on e ne o ees, e cl sdens we ec, nd e

condons nde wc we wok. We ke sse wnlyses o ow mc coss o yeld moved esesls. Ae es esls elly e end odc? Do eyencomss eveyn bo edcon beneso sdens nd o socey? In o vew, es scoese n ndeqe oxy o sden lenn ndenne sden lenn, demonsed n encnd veble wys, ms be o nvesmen ol.


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In ed, we wold on o neede scool cosewok no eces len osevce s conssenly coeled o e sdencevemen d. Ye, n vlly evey blc scoolsly scedle n Amec, eces e d moe ode deees nd yes on e job. We cknowlede

e need o conne o bld sone knowledebse bo eecve ecn. B we lso beleve eces wo e wlln o cce e oessonl sko n exenl evlon o e cce ns sndds deseve econon nd ex comenson.

In some ses, oen sly bonses o NBCs doesno cne ol ece comenson exendesb e-odes nncl oes, ewdn osewo e meen sndds o cce nd evencnn common eceons o w eecve

ecn s. Fo exmle, o eacherSolutions collee Colnn Wde ons o sndds oevln eces e cnn n e se o NoColn, lnn closely w e NBPS mewoko ccomlsed ecn. Fom s on owd,e Nonl Bods Fve Coe Poosons wll eldelnee w ood ecn looks lke o NoColn dmnsos.

Fo esons we ve ledy enmeed, we e wyo olces oe le bonses o NBCs we exlc nenon o sn e exese o se

es scoes. NBCs cn nd do ly sncn olen movn sden lenn coss e cony, swell s eln o e-concelze e wys n wceecve ecn cn s sdens o eve elevels o sccess. B we lso know mos ecesse Nonl Bod Cecon o esonsnn om oessonl vldon o esonlcllene no o e sly boos edced oncevemen es d.

Wle we sonly so sly nceses oNonl Bod Cecon, we e cle ose

bonses sold be oeed s econon o ecescommmen o excellence, no e bly o sescoes. Some membes o o eacherSolutions emeceve sly ncenves o ben Nonl BodCeed nd oes do no. We ll ee, oweve, the greatest beneft resulting rom the creationo a national advanced certifcation or teachersis collective eectiveness. Te el yo comes

wen scools e onzed o ke dvne o sdened nsconl exese o sysemcllylevee sden lenn ns.

Mcn Se unvesy esece DooeAnnosoolos, eon on esls om

sdy wc qned e nsconl ledesconbed by ll eces, commened: NBCsovde el o oxmely 0.6 moe eces [nnon-NBCs], so even yo ve 2 o 3 NBCs n scool, e eec cn be comonded vey qckly.We believe that by continuing to examine andpublicize the impact o eective teaching practiceson whole-school improvement, we can reach a pointwhere exemplary teachers no longer see NationalBoard Certifcation as an award or entitlement

but as evidence they are ready to lead proessional

communities o practice.

So we en o o onl qeson: Ae NonlBod Ceed eces bee n oe eces?O eacherSolutions collee Anony Cody oClon sys:

We want our peers to think o us as leaders, butpeople want their leaders to be o them, not above

them. So I dont think we are served well by tryingto assert that we have proven ourselves to be betterthan other teachers. We can talk about certication as

an accomplishment, about what we learned rom theprocess, about what it means to reect on and analyzeour work. Tat is the substance o certication. Tatshould be our message.

Te osve nd neve eecs o snddzed esse ben wdely debed n e uned Ses s no o ose o ke debe ee. Wesmly e, wo mc e o condcon, snddzed cevemen ess wee neve desnedo ovde comlee snso o e edcono cld, no o mese wee ece s

e knowlede, sklls, dsosons, nd beles oedce cld well. We beleve e Nonl BodSndds nd ssessmens snd on e own mes.hndeds o sdes ve been condced on eocess, nd e vs mjoy o em sesed Nonl Bod Cecon s key nvesmen nAmecs ecn oesson.


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Most proessional development is so weak. Its so unocused and

scattered. It doesnt demand anything rom me except to sit and

react. Te National Board Certication process orces you to become

proactive, to implement ideas in your classroom, to be reective.

Ms Rzel, NBC, Knss


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Te Nonl Bod o Poessonl ecnSndds ceed oessonl ecn sndds ndssessmens lned o ose sndds, w e olo omon nonlly ceed eces s ens oscool eom. An mlc ol nd w s nowown no common ndesndn bo NonlBod Cecon s e oessonl develomen eces ccess s esl o e ocess.

ece develomen ws cenly no e mnobjecve o esblsn nonl cecono oesson wc d none, b ws no comleely nexeced ocome. Peon o nyoessonl evlon my e odcve scnyo knowlede nd sklls nd esonl nss bocce. howeve, e Nonl Bod Ceconocess dvees sncnly om w ycllyqles s oessonl develomen moeccesclly med son eces own nowly eed e nd oen mes delveedw secc so-em ocomes n mnd. In cons,Nonl Bod Cecon demnds eceseec on nd evle ll ces o e wok.Vewn Nonl Bod Cecon no only s mecnsm o denyn exemly ecn, b s oessonl develomen ool, m led o deense o execons bo e ocomes o e ocess nd deen des bo ssessn s eecveness.

Is Nonl Bod Ceconoessonl develomen?

Poessonl develomen s somen evey ececn nd sold do nd bene om. Alo econce cn be exnded o nclde mjo ece-cne nves, ood oessonl develomen mosoen els eces len secc, eed sklls ndsees. Nonl Bod Cecon, on e oend, s bod mewok o exmnn cce,e n sees o lessons o ses n movncl secs o ecn nd lenn. I s

lso nd we beleve ms emn esecednd volny cedenl, mk o ccomlsmen.

Te Nonl Bod does no ovde omve, weneedbck wen cnddes scoes e ened. Ts s delbee coce. Te ssmon s n oosoessonl ssessmen o cce, cnddes cnbe execed o se e cle bcs nd snddsovded e bennn o e ocess o deemne

e esonl es o wekness. Wle sdeneqes son eedbck o scold s o elenn, oessonl cces esonl esonsblyo dee ndesndn nd lcon o snddso cce n seekn nonl cecon. Ts smeolook cn be ond n e dvnced ceconocesses o oe oessons.

Scool dscs dene om sonNonl Bod Cecon s oessonldevelomen w secc ocomes n mnd mybe dsoned. I, o exmle, dsc ol s o

move memcs eomnce on sewdessessmens, my be moe efcen o n ecesn sees decly ddess es wee sdeneomnce n memcs s been ln,sn mels nd meods ll eces needo mse. Comed o moe eed lennoones, e mc o ncesn e nmbeso NBCs n cl sen o conen e slkely o be dfcl o deec o convenonld-en eseclly e nmbe o NBCseesens smll ecene o e ecn oce.

Wle ee my well be noceble benes o cneso sdens n n NBCs clssoom, ese cnesmy no be mmedely en n es-devedevdence bo cl skll.

O collee Pck Ledesm o Vn sconcened Wen e my ocs becomes nvene o oessonl develomen (nd Ive seenscool sysems look o Nonl Bod Cecon

National Board Certifcation andTeacher Learning

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s s develomen), cn cne s o ndvle. A e sme me, we see Nonl BodCecon ovdes se o lenses o lookn e mc o ndvdl ecn nd concelmewok seems o n e o mny eces.We ve ll ond e des, lne, nd ocess o

cecon sel nd even comelln n oown oessonl ow. One em membe conessedo es wen se s ed e sndds se wsexeced o mee o n e cece. Ts esonsemy ske e vee eson s yebole, b s well ndesood by oe NBCs. Sndds dene yo dly wok s comlex, nelleclly cnd mon o socey e yn, movn,cllenn, nd somemes nmdn. ecn nAmec s oesson sll n e mkn.

Te Nonl Bod Ceconocess s nsomve

Mos eces n Amec e ml w sdenconen sndds. Sndds o ecn esomen comleely deen. Tey sek oe ceve nd exble delvey o nscon, oelonss w sdens, o sson o nd deeknowlede o sbjec, o msey o dvese oolsnd ocedes, nd o c vson o e eces n edced eson nd lenn esoce n oessonl commny. Te oessonl lenn

ssoced w Nonl Bod Ceconemees om e esonl qes o lly elzeese sndds. Ssn gm, o collee omVn, commened:

NBCs have told me that as they started perusingtheir standards and seeking out proessional journalsand other sources to help them master the common

language o eective teaching, they discovered thatmany o the concepts they had sort o worked out ontheir own were described in the literature. Tere was

research that expanded and lled in the gaps o whatthey knew intuitively but hadnt clearly dened.Good ideas and things that work became a part o aresearch-based instructional plan, rather than lucky

guesses or sheer instinct.

Nonl Bod Ceed eces ovewelmnlysy ey ec deenly e exeencne cecon ocess. Even eces wo s o

cecon b do no ceve wll oen sy eocess les e cce nd esecves. NonlBod Cecon s nsomve level beyondmos oessonl develomen. And lso nvolves mc ee nvesmen o me, eo, ndesonl sk n oe ow exeences eled o

ecn. M Mndez, o Clon colleend oen lne exe, sd se sedcecon becse no dls eve sw w se dd ne clssoom nd se wned e cce o be jdedby oe oessonls.

Te National Board process helped reenergize myteaching. It helped me articulate what I knew aboutgood teaching. I didnt have to go urther than my ownclassroom to nd my graduate program. My research

was right in ront o me, pushing me to rethink what

I was doing and why I was doing it. Because it wasapplied, embedded learning, it will stay with me eachday, each week, and each year o my journey.

We wold descbe e Nonl Bod Ceconocess s bo omve nd smmve ssessmeno eces. I becomes omve wen cnddese wlln o oen e cce, ssendn econvcon ey e ledy don eveynwell. Te dsosons cnddes bn ocecon (bly o cne, s n e ocess,ccence o conve dscomo) nd e

lme ols n sn cecon (esonlvldon, sly ncese, movn e ecn)e cenl n deemnn wee e exeencewll esl n oessonl ow nd even led ooessonl nsomon.

Te Nonl Bod ocess s nee smle nonve. I eqes eces o cle wy eecn decsons led o sden lenn, snevdence ond n sden dscsson nd wokodcs. I oces cnddes o exmne, nd eec,nd sec e ndesndn o ssmle moe

comlex concel mewok o ecn. Ocollee Ellen holmes o Mne sys:

Each and every year we see good, even awe-inspiringteachers who do not achieve certication in my state.Tey are admired and respected, so when they do notachieve NBC status, we want to be skeptical about

the value o the process. We also see teachers who arequiet, not in the spotlight, and dont do things the


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way we do. When they achieve certication, that alsomakes some question the process. But unlike other

proessional accolades, National Board Certicationrequires candidates to articulate and prove what,precisely, has been taught to students and why it isimportant or students to know. It is not about the

candidates writing style or the biases o NBPSscorers as much as we would like to think so whenteachers we like dont certiy.

Losclly, Nonl Bod Cecon s mjocllene nd somemes, mons-lon edce. Be el dfcly o mos cnddes s wn emnds ond e de o deendn o oveln w ey ve lwys done, sn belevble, conceeexmles o sden ow. As oesson sll ne mkn, we e no ccsomed o lookn oecn n s mnne b we sold be.

Is ee evdence e ocessesls n oessonl ow?

We evewed sdes wee eseces ond noevdence Nonl Bod Cecon nconeds sel oessonl develomen, wen oessonldevelomen ws dened s e cqson o newknowlede o sklls ledn o obseved cnes ncce o movemen n sden cevemen. Wewold e, oweve, e cnes emen om

e cecon ocess e conve ss, nd sdfcl o obseve o mese dons n nkn occ ove me. In n onlne dscsson, eseceDo hs o e unvesy o Wsconsn woseown d sesed NBCs do no odcemesble sden cevemen ns n e ye nwc ey cey old s emclly:

Proessional development oten may take a ew yearsor the eects to be evident. o my knowledge, thereis no study [o NBCs] yet that looks at that kind oanalysis over a long enough period o time to examine

this possibility.

Nonl Bod cnddes become ml w eeknds o nkn nd wn bo ecn cce descve, nlycl nd eecve. One o o emmembes descbes ese ee levels:

Descriptive: My sdens ll scoed 80% o boveon qz bo evoon nd condenson.

What I Learnedto Do DifferentlyBy Anony Cody, NBC

Oklnd (CA) uned Scool DscWen I ben e Nonl Bod Cecon ocesss ece o mddle scool scence, I d vey lmedndesndn o ow o se ssessmen n my clssoom.Te ess ccomned e scence ex wee eyseless, becse I ws no neesed n en mysdens o memoze ll e cs n e book nd mysdens wee decdedly no neesed ee. Assessmen,I knew, needed o be ceneed on e moe comlexojecs I ssned my sdens. B o w ose?

I d de wkenn wen I woked on my NonlBod Cecon oolo. I qckly cme o see I ws vn ssnmens nd collecn wok, b ee

wee no mny connecons beween w I ws ssnnnd w I oed my sdens wold len. Te NonlBod Cecon ocess sked me o descbe w Id sked e sdens o do, ow I d eed emo do , ow I ve em eedbck lon e wy, ndw e nl wok sowed ey d lened. Ts wsssnly o!

Dn e ye I ceed, I ben o exloe wys omove my ssessmen ools. I ve e sdens bcso e ojec ssnmens nd sed models o oodwok. I exemened w vn e sdens ednd evew one noes wok, o move e ownndesndn o w qly wok looks lke, nd o

em ened n e evson ocess wc s wee e del o ow cn occ.

Wen I nsed e Nonl Bod Cecon ocess,e exeence convnced me I sll d lo o lenbo ssessmen. Wen I ws nved o jon NonlScence Fondon ojec Snod, ocsed onssessmen n scence clssooms, I le e cnce.I sen e nex wo yes connn o evle ndeec on cces I d ben sn dn my NonlBod Cecon ye. I elzed e owel oleonon clssoom ssessmen cn ve n dvn sdenmovemen nd n dn my own nscon. TeNonl Bod ocess eled me deny weknessn my ecn nd se me on e o connosmovemen n s sec o my oessonl cce.


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Analytical: My sdens ll scoed 80% o boveon e qz becse I sed nds-on exmles,ex-bsed nomon w slemenyvsls, nd lm cl wee doy lenescold e e conen. I lso se e se byonn o evoon nd condenson

occn n o clssoom.

Reective: My sdens ll scoed 80% o bove one qz, wc my men I need o se moecomlex nd cllenn ols. usn sdensnswes on e qz, I see mos o my sdens eon-e, b ew need c exenson cves,nd one needs moe evew.

Mny edcos, nd mny eseces wo veexmned e eecs o e Nonl Bod ocess,so lookn e mc o eecve cce ee s level. I eces cn describe e eslso e ecn sccess, ey e o o meee denon o eecve. Yet National Boardcandidates say that establishing the deeper levels oanalysis and refection are the biggest beneft to thecertifcation process and have the greatest impact onfne-tuning their practice.

Andy Kemmel, o Wsconsn collee, s obseved NBCs sow moe nd ved ndcos o qlyecn. Bo o mysel nd o cnddes I meno, I

know e ocess cllened s o do some ns we wee no don beoe, ns we conneo do ody. Tese new bs o cce o nlyssnd eecon eqe s o enk lon-eld belesbo o esonl efccy. Te esln dssonnces ncomoble b odcve. Cene Snyde, nNBC n New Yok, old s:

My reading on adult learning theory (particularlythe work o Jack Mezirow in ransormativeLearning Teory) reinorces what many o us who

have gone through the National Board process have

experienced. As adults, we need to be put into asituation that is uncomortable or unsettling in some

way beore we change the way we think. Tat is thevalue o the process or so many teachers. It changeshow they think.

We wold lso noe, n e conex o oessonldevelomen, one o e less-cknowlededoessonl benes o sn o cecon s

e oos conen evew mos cnddes cyo beoe kn e Assessmen Cene execses,wc conses 40 ecen o cnddes nlcecon scoe. Fo some cnddes, ese coneness eesen e s seos e-exmnon o comeensve body o dsclny knowlede snce

collee. Fo ose wo ec n now develomenllevel o sbjec e, cecon ovdes n meso sdyn new knowlede n e eld. Te NonlBod ocess s bo ood ecn nd known yosdens (nd mles) well. I s lso bo conen.

Cndde so: Collbovelenn o n dvne?

Lke menon, ece-o-ece sssnceo Nonl Bod cnddes cn ncon s

collbove oessonl lenn. I cn lso cosse ecl lne wen soes nsc colleeson ow o mne o even soc e NonlBod ocess. Nonlly, e qly nd neo so o Nonl Bod cnddes veswdely om csl, collel convesons oveoolo enes, o elboe nd well-ndedoms w e-se lenn modles ndmnded scedles. We have concerns about theintent and actions o some candidate supportprograms, including those that are labeled orconsidered proessional development.

Tee e obvos ensons neen n slynoessonl so o ellow eces snNonl Bod Cecon. Becomn cnddeeesens vey blc oessonl sk oeces (some o wom my ve cosen ecno s elve occonl secy). In mnyjsdcons, Nonl Bod Cecon slso -skes ssessmen, ced o slyncenves, ledes oles, nd oe nbleewds o ceyn. In some ses, ee e

nncl bonses no only o ose wo cey, blso o NBCs wo so cnddes. Ts cnencoe cn NBCs o vew cnddes scsomes nd woy ove ecmen nd sccesses. In oe nsnces, eces my smly no beccsomed o o comoble w cellymesn e so ey ovde o co-wokeso ends. Mny edcos e by ne eles ey ve cosen cee wee ecn


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someone o eom sccesslly s e esson nd sscon.

Tese cos cn om eec som onodcve, noe, o even neclso o Nonl Bod cnddes. Wn o

eacherSolutions em, we ve vs mon oexeence obsevn nd wokn wn cnddeso oms. When we scrutinize the mostquestionable candidate support activities, we nearlyalways fnd external incentives.

Poms wee cndde so s lmed osce-level s nd cks o mnn e les,ewok, nd ecncl secs o cecon emnly mssed oones o collbove dloe.Tee my be no c dscsson ond sndds-bsed ecn, o ny odcve cne n ecnbs, b ecl bondes en beced. howeve,some NBCs n e eeness o el colleesobn cecon ss o o omoe Nonl BodCecon ell cnddes decly w o we osdy, o se e own sccessl oolo enes,voln bo e ncles nd s o volnybencmk o excellence. We believe candidatesupport can be a powerul learning tool. But we stateorthrightly that those mentors who cut ethicalcorners are guilty o damage to the proession.

Ionclly, necl cndde so seldomodces ceed eces. Tee e mny sedsn e NBPS scon oocol, ncldn vdeoecodns o cnddes ecn. Even so, esenoe cces nee e benes devedom convesons bo ood ecn nd myllow cnddes o byss e dee eecon eomzes e Nonl Bod Cecon ocess.

Cndde so oen ens n os lookn oee sden wok nd vdeo-ecoded lessons cn be vey odcve execse.

Qe oen, cndde so om mynclde cde o eces om cl scool.Wen cndde so noes e oweloenl o enne collboon, sses n oony o ene o o eecveeces n dee, se-secc convesons. ss eseclly dsonn n -needs scools,wee -qly ece collboon cn be

Spreading NBCTKnowledge and SupportBy Ky Pm, NBC

Mm-Dde Cony (FL) Pblc ScoolsIn Mm-Dde Cony, o ely eos Nonl BodCecon cndde so wee sodc. Mos oen, ws one collee een o sow noe ow sedd . Ove sevel yes we cme o elze eecveso ms be moe snddzed nd moe vlble.We now oe monly menon sessons sx deeneocl es o e cony; Mee-nd-gee sessonso menos nd cnddes; noml cndde dscssonos vos scools; onlne menon; nd ece-o-ece coses oeed by NBCs.

One excellen ece-led oessonl lenn oonys cose develoed by Mm-Dde NBCs clled An

Inodcon o Accomlsed ecn. Ceneed onde NBPS Fve Coe Poosons, s s no ow-ocose on comlen e Nonl Bod Ceconocess b cclm desned so ll eces (no

js cnddes) cn exmne e knowlede, sklls,dsosons, nd beles o ccomlsed eces. Tos exeence, cns len ow o nlyze ndeec on e own ecn nd se e levels occomlsmen n e dly ecn cce.

I ve enjoyed ecn s cose mysel. My wo voesdens wee collees -needs scool wo weeonly n e second ye o ecn. Tey woleeedlyembced eveyn ey cold len o move e

ecn nd el e sdens, nd ey wee nsed bye Nonl Bods vson o w eces sold knownd be ble o do. Te exmle llses e vle osc coses nd e vle o NBC ledes n no onlyson sccessl cnddes b n movn ecnqly coss le olon o eces.


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owel en o levee sden lenn ndscool movemen.

In o own exeence n wokn w cnddes n-needs scools, we nd o-bsed cnddeso s oen e s oony eces ve

d o exeence e ocess o exmnn sdenwok odcs o evdence o lenn, o o obsevee cece o e own dly lessons. Tecndde so ocess my even be eces soony o ve oessonl conveson w lke-mnded collee. In d-o-s scool, weenovce nd nde-eed, lenve ceconeces e common, NBCs nvolved n cnddeso cn seve s on-se models o eecvensconl cce.

We see potential or great value in groups o teacherscollaboratively learning to use the National Boardtools and standards, but we do not wish to seecandidate support become a commodity, nor towitness the best support being reserved or groups orschool sites that can aord to pay a premium price.

An NBC wo eces n well-nded sbbnsysem old s s soy bo wokn wcnddes n neby cy:

As National Board program manager or my own

district, I helped 65 candidates with the process,including content support. I also worked with[city] candidates through the local university.

What a contrast in levels o support! Te suburbancandidates had a well-organized structure in placeto shepherd them through the bureaucratic maze,plus experienced acilitators to guide them through

portolio and assessment center preparation. Te[city] candidates had only eight weeks (February-March) o direct support rom another volunteer andme to prepare their portolios. One o them called

me this morning she missed by WO points. She

and I decided this was darned good, considering sheput her portolio together in six weeks. She is making

plans or retaking two portolio entries.

Tee e mny -qly, ncled models odelven cndde so, ncldn one develoedby exeenced NBC-menos o e NonlBod sel. We e NBPS o connosly monond de so oms ond e cony

Building Teacher Communityin High-Needs SchoolsBy Colnn Wde, NBC

Wke Cony (NC) Pblc Scools

Cnddcy o Nonl Bod Cecon s meoony o eces o ow n bo conen knowledend edoy. In No Coln, w s son soo Nonl Bod Cecon cnddcy, n monevolon occs wen eces wn bldns nd cossscool dscs become collees, wokn oee owd common ol o demonsn ccomlsed ecncce. Convesons n e llwys, n e ecewokooms, nd n cly meens become ceneed onow o move ecn nd lenn. eces wo e nocnddes obseve e cnes e occn n ecollees nd e clme o e scool bens o cne.

Some eces ese o se Nonl Bod Cecon

becse o e mon o me eqed dn cnddcy.Ts me commmen s secl concen o mny ecesn -needs scools. As o n eo o ddess sconcen, my dsc encoed 12 eces n n elemenyscool w dvese sden olon o ce n nNBPS om clled ake One!

Te ake One! oon llows eces o comlee onee-seleced oolo eny nd ve scoed. ake One!cns e no Nonl Bod Cecon cnddes,b e ake One! scoe cn be sed n n evenl NonlBod oolo, sold ey become ll-eded cnddesle. Ts llows eces nd dnce conselos o comlee smll oon o e ocess o ee e oessonl

ow exeence o s wy o ese no cnddcy.

Te 12 cn eces n o scool me b-weekly o collboe nd len moe bo sndds oecn excellence nd ow o se sden ssessmeno dve nscon. Dscssons wee bsed on ooloeqemens nd Nonl Bod Sndds. Sdens n escool beneed om s c, collbove oessonldevelomen, becse e eces cclly exmnede own ecn cces nd exloed new wys o lnkssessmens o movemens n lenn.

Te eec o 12 eces wokn oee on sly ocsedoessonl lenn em d osve scool wde mcs well. ake One! s e bes n s ened oscool s ye, e ncl sd. I ceed oessonllenn commny. eces e lkn bo cclmnd ecn. I s ceed cde o eces w sense ony nd ose, wokn oee owd common ood.Wee vn convesons bo bes cces nd weeown oessonlly.

Te cn eces eed. One ece woe: akeOne! bo s close s em. I ve s ns bo owwell we wee ledy don, nd eled s see owo move.


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nd ovde oen cnnels o commncon wNBCs wo see cndde so s n oonyo ledes n movn e oesson. Tsmy men ovdn ee dnce, mels, ndnscon o NBCs wo ws o so cnddeseclly nd eecvely. We beleve s n e Nonl

Bods bes neess o see oms eesen bes cce n sssn cnddes oe oos Nonl Bod ssessmen om oeoessonl develomen odcs. Ts cn eloec e ney nd vle o e ssessmen.

A Fnl Reecon

Te Nonl Bod Cece s cve o en yes,nd n e e o nn ye, NBCs ms bene enewl ocess o en e cecon. hvn

enewl ocess n lce ndces Nonl BodCecon s no sc desnon. Tee s nexecon eces ms elly exmne ndmove e ecn, nd emn cve s ledes,lenes, nd collboos.

We e eened Nonl Bod Cecondemnds connn oo o eces oessonlow, wen mos oe oessonl ceconso dvnced deees e ned only once. Teenewl ocess seks o n onon connm occomlsed cce, commmen o connos

scool movemen nd e ow o o oesson.We know Nonl Bod Cecon seseces o ee sklls nd ndesndn, bo mny NBCs e lme m s ecen eoesson o ecn o mee e cnn needs oo sdens.

W nonl sndds n lce descbeoessonl ecn, we beleve we e close o edy wen eces e onely execed o conolo own wok. B s o Vn collee PckLedesm obseves, becomn e oesson wllke me nd wll necessly cllene cennkn bo w mens o be ood ece even mon eces emselves. Te vsonynd demndn sndds woven no NonlBod Cecon cllene e ss qo o ooesson, e sys. And mkes b e.

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